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STUDENT HANDBOOK School Psychology Doctoral Program

Alfred University Division of Counseling and School Psychology

August 2017

Table of Contents

PURPOSE OF THE HANDBOOK................................................................................................ 5

PHILOSOPHY AND AIMS OF THE SCHOOL PSYCHOLOGY DOCTORAL PROGRAM ...................... 5 MISSION OF THE PROGRAM ...................................................................................................6

HISTORY AND GENERAL DESCRIPTION OF ALFRED UNIVERSITY .............................................. 7

ACCREDITATION .................................................................................................................... 8

DIVISION FACULTY................................................................................................................. 8 CORE SCHOOL PSYCHOLOGY FACULTY .............................................................................8 ASSOCIATED FACULTY ...........................................................................................................9 ASSOCIATED FACULTY IN THE DIVISION OF PSYCHOLOGY...........................................9 OTHER CONTRIBUTORS ........................................................................................................10

THE ALFRED UNIVERSITY DOCTOR OF PSYCHOLOGY PROGRAM ........................................... 10 PROGRAM REQUIREMENTS (120 credits) .............................................................................11

Basic Science Areas...........................................................................................................................12 Applied Professional Psychology .....................................................................................................12 Practica/Internship ...........................................................................................................................13 Dissertation Credits ..........................................................................................................................13 Electives – 9 credits are required.....................................................................................................13

SEQUENCE OF COURSES .......................................................................................................14 Typical Course Sequence..................................................................................................................14

PROGRAM INFORMATION ....................................................................................................17 Certification As School Psychologist ...............................................................................................17 Licensure As Psychologist ................................................................................................................17 Counseling and School Psychology Governing Committee (CSPGC)..........................................17 Class Representatives And Meetings...............................................................................................17

GENERAL INFORMATION .....................................................................................................18 POWELL INSTITUTE AND CLINIC USE POLICY.................................................................19 PROFESSIONAL ORGANIZATIONS .......................................................................................21

PROGRAM POLICIES AND PROCEDURES ............................................................................... 21 POLICY AGAINST DISCRIMINATION...................................................................................21 ADMISSIONS POLICY .............................................................................................................22 UNDERGRADUATE PREREQUISITES ...................................................................................22 PROPOSAL TO TRANSFER CREDIT......................................................................................23 PROPOSAL TO GAIN COURSE WAIVER...............................................................................25 CONTINUOUS ENROLLMENT................................................................................................25 WITHDRAWALS.......................................................................................................................26 LEAVE OF ABSENCE ...............................................................................................................26 GRADUATE ASSISTANTSHIP (GA) ........................................................................................26

General GA Information ..................................................................................................................27 GRADES.....................................................................................................................................27

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Probation ...........................................................................................................................................28 Extended Probation ..........................................................................................................................28 Suspension .........................................................................................................................................28 Dismissal ............................................................................................................................................28 Student Appeal for Change of Academic Standing .......................................................................28

RESEARCH ORIENTATION FOR DOCTORAL STUDENTS .................................................29 Scholarly Apprenticeship .................................................................................................................29 Seminars or Colloquia ......................................................................................................................30 Research Expectations......................................................................................................................30

AREA OF SPECIAL INTEREST ...............................................................................................31 QUALIFYING EXAMINATION................................................................................................31 SCHOOL PSYCHOLOGY PRAXIS EXAMINATION ..............................................................32 CREDENTIAL FILE ..................................................................................................................32 PRACTICUM EXPERIENCES ..................................................................................................33 FIELD EXPERIENCE IN THE SCHOOLS ...............................................................................34 CHILD AND FAMILY SERVICES CENTER (CFSC)...............................................................35 ADVANCED PRACTICA...........................................................................................................35 INTERNSHIP .............................................................................................................................36 LIABILITY INSURANCE..........................................................................................................37 STUDENT PROGRESS MONITORING....................................................................................37

Feedback Sessions .............................................................................................................................38 Evaluation of Practicum Performance............................................................................................39 INTERNSHIP EVALUATION........................................................................................................40

PROGRAM EVALUATION PROCESS .....................................................................................40 ACADEMIC POLICIES.............................................................................................................43

Academic Dishonesty (Unethical Practices)....................................................................................43 Student Grievance Procedures ........................................................................................................45 Grade Changes And Grade Appeal.................................................................................................48

DISCRIMINATION, HARASSMENT, AND SEXUAL MISCONDUCT....................................49

ANCILLARY SERVICES ........................................................................................................... 49 INFORMATION TECHNOLOGY SERVICES (ITS) ................................................................49 HERRICK MEMORIAL LIBRARY ..........................................................................................50 CAREER DEVELOPMENT CENTER.......................................................................................53 WELLNESS CENTER (Counseling and Health Services Offices)...............................................54 CENTER FOR ACADEMIC SUCCESS .....................................................................................55 WRITING CENTER...................................................................................................................56

SCHOOL PSYCHOLOGY PROGRAM RESOURCES..................................................................... 56 JOURNALS AND FILES............................................................................................................56 TEST LIBRARY.........................................................................................................................56

HOUSING ............................................................................................................................ 57

APPENDIX A - COURSE DESCRIPTIONS.................................................................................. 59

APPENDIX B - PROGRAM TO-DO LIST ................................................................................... 71

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APPENDIX C - TEST LIBRARY POLICY ..................................................................................... 77

APPENDIX D - FIELD PLACEMENT STUDENT EVALUATION FORM........................................... 79

APPENDIX E - SCHOOL DISTRICTS AND SUPERVISORS FOR FIELD PLACEMENTS ..................... 89

APPENDIX F - CLINIC PRACTICUM PERFORMANCE EVALUATION........................................... 91

APPENDIX G - EVALUATION OF INTERN PERFORMANCE ....................................................... 99

APPENDIX H - STUDENT PERFORMANCE EVALUATION ....................................................... 111

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PURPOSE OF THE HANDBOOK This handbook is intended to serve as a guide for doctoral students and faculty in the

Doctoral Program in School Psychology at Alfred University. The students and faculty may find

it useful as a reference in planning coursework and advising. The handbook contains

information on Program, Division, and University procedures and regulations but does not

cover every possible situation. Consultation with the student’s advisor, Program Director,

Division Chair, or Dean of College is recommended for further clarification of a particular issue.

The Graduate School Catalogue should also be consulted for general requirements of the

graduate degree and particular time schedule for degree requirements. Careful study of these

sources will aid in long range planning of a student's graduate program.

It is expected that new students will read this handbook and return to the division

chair a signed statement that they have done so. The handbook and blank statement form

are given to students at orientation.

PHILOSOPHY AND AIMS OF THE SCHOOL PSYCHOLOGY

DOCTORAL PROGRAM The Alfred University doctoral program in school psychology follows a practitioner-

scientist model in seeking to accomplish its stated mission of “preparing psychologists for

applied professional practice in schools and other child and family oriented settings.” The

philosophy, goals and objectives, and experiences serving this mission are discussed below.

Science and Practice. Doctoral-level school psychologists are applied health service

psychologists whose practice is tied to both content and process. That is, school psychologists

access the theory and knowledge base of psychology and education in carrying out their

professional functioning, while at the same time conducting their professional activities in the

manner of a scientist. They recognize the bidirectional nature of science and practice, and the

importance of tailoring the application of knowledge to important personal, system, and

ecological-contextual features. They need to be creative and even artistic in exploiting

knowledge and compensating for gaps and weaknesses in theory and research in order to

impinge on immediate and long-range problems of children, families, and schools. In this sense,

school psychologists are “psychoeducational designers,” performing a function within the

dynamic relationship of psychological theory and practice similar to that performed by an

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architect-engineer in the relationship between physics and the behavior of matter in natural

environments. School psychologists are psychoeducational designers who bridge the gap

between psychological science and professional practice in the synergistic context of schools,

children, families, communities, and cultures.

Within this philosophical framework, the Alfred University School Psychology Program

seeks to prepare applied, problem-solving psychologists. Drawing on the knowledge base of

psychology and education, we expect our graduates to apply that knowledge in a manner that

takes into account the cultural, economic, socio-political, and multiple-systems contexts in which

the problems of children and families occur. Recognizing the broad range of possible avenues to

promote child-enhancing change, as well as the varied obstacles that exist, we seek to prepare

graduates with an array of knowledge, personal characteristics, and professional skills to

participate in traditional, alternative, or innovative practice environments. In this sense we seek

balance throughout the program between: basic science and practical skills, research and

practice, school and clinic practica, traditional and alternative approaches, assessment and

intervention, direct and indirect intervention, and contrasting theoretical points of view. Broad

competence coupled with interpersonal skill facilitates the functioning of our graduates as agents

of positive change in the variety of systems and contexts in which they may eventually practice.

MISSION OF THE PROGRAM Preparation of psychologists for applied professional practice in schools and other child

and family-oriented settings.

Goals and Objectives Goal A: To produce psychologists with the personal qualities, interpersonal skills and awareness,

and the ethical sensitivity predictive of success in a broad array of social, economic, and political

contexts.

Objective Al: Students will develop an understanding of service delivery programs within a

context respectful and appreciative of individual and cultural diversity.

Objective A2: Students will develop an awareness that their personal characteristics and

interpersonal skills affect the quality, social validity, and acceptability of the services they

provide.

Goal B: To produce psychologists competent to access a broad range of theoretical and practical

approaches with sufficient depth to be effective, flexible practitioners.

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Objective B1: Students will develop proficiency in traditional and emerging approaches to the

assessment and evaluation of children's academic, behavioral, and emotional problems.

Objective B2: Students will develop proficiency in the design and development of programs to

intervene both directly and indirectly with children's academic, behavioral, and emotional

problems.

Goal C: To produce psychologists competent in the conduct, comprehension, and application of

research to professional practice.

Objective C1: Students will acquire a foundation in the scientific knowledge base of

psychology and education.

Objective C2: Students will develop proficiency in the conduct, dissemination, and application

of research related to professional practice.

HISTORY AND GENERAL DESCRIPTION OF ALFRED

UNIVERSITY Founded in 1836, Alfred University is the oldest coeducational institution in New York

State and the second oldest in the nation. The undergraduate student body numbers

approximately 2,000, with approximately 300 graduate students. The University grants

bachelors, masters, specialist, and doctoral degrees. The 50-building, 232-acre hillside campus

adjoins the village of Alfred, located between the foothills of the Allegheny Mountains and the

Finger Lakes region.

The University includes the privately endowed College of Professional Studies, the

College of Liberal Arts and Sciences, and the public sector New York State College of Ceramics

(Inamori School of Engineering and the School of Art and Design). The Division of Counseling

and School Psychology is part of the College of Professional Studies.

A training program for school psychologists was established at Alfred University in

1952. Alfred's School Psychology Program is one of the oldest and most respected programs in

New York State and is approved by the New York State Department of Education. Graduates of

the Alfred University program will be able to meet the certification requirements of most State

Departments of Education, as well as National Certification by the National School Psychology

Certification Board of the National Association of School Psychologists. Additionally, graduates

of the doctoral program will be New York State license eligible. If the prospective student has

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prior knowledge of the state in which he or she desires to be employed, it is advisable to obtain a

copy of that state's current certification standards and to consult with their advisor to best plan

the program of studies.

ACCREDITATION The AU doctoral program is accredited by the American Psychological Association

(APA) and approved by the National Association of School Psychologists (NASP). If students

have questions about APA accreditation, they may contact the Commission on Accreditation

(COA) at:

Office of Program Consultation and Accreditation

750 First Street, NE

Washington, DC 20002-4242

Phone: 202-336-5979

Fax: 202-336-5978

DIVISION FACULTY

CORE SCHOOL PSYCHOLOGY FACULTY Jana Atlas, Ph.D. Wayne State University

Professor of School Psychology; Director, Child & Family Services Center; licensed

psychologist. Specialty areas: psychotherapy, clinical supervision, eating disorders,

animal-assisted therapy.

Andrea Burch, Psy.D. Alfred University

Assistant Professor of School Psychology; licensed psychologist; certified school

psychologist. Specialty areas: research and statistics; postsecondary school psychology;

early childhood assessment, intervention, and education; treatment of

complex/developmental trauma.

Mark Fugate, Ph.D. Lehigh University

Chair, Division of Counseling and School Psychology; Professor of School Psychology;

licensed psychologist; certified school psychologist. Specialty areas: curriculum-based

assessment, preschool assessment, acquisition of reading skills.

Katie Moss, Psy.D. Alfred University

Visiting Assistant Professor of School Psychology; certified school psychologist.

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Specialty areas: autism spectrum disorders, early intervention in literacy, trauma-

informed schools, children affected by trauma.

Lynn O'Connell, Psy.D. Alfred University

Associate Professor of School Psychology; Acting Director Lea R. Powell Institute for

Children and Families; licensed psychologist. Specialty areas: response-to-intervention,

school change and system-level consultation, academic intervention, learning disability

assessment, equine-assisted psychotherapy.

Rachel Roth, Ph.D. University of South Florida

Assistant Professor of School Psychology. Specialty areas: Positive psychology,

school-based mental health services, MTSS, systems change.

ASSOCIATED FACULTY J. Stephen Byrne, Psy.D. Marywood University

Assistant Professor of Counseling; licensed psychologist. Specialty areas: personality,

assessment, relationship issues, trauma and PTSD.

Jaime Castillo, Ph.D., P-L.M.H.C., N.C.C., A.C.S. Syracuse University

Assistant Professor of Counseling. Specialty areas: research methods and statistics,

clinical supervision, school counseling, disability, multicultural counseling, counseling

youth who have experienced trauma

Kevin Curtin, Ph.D., L.M.H.C., A.C.S. George Washington University

Counseling Program Director; Associate Professor of Counseling; certified school

counselor. Specialty areas: counseling ethics, family therapy, group work, at-risk youth,

clinical supervision.

Arthur L. Greil, Ph.D. Rutgers University

Professor of Sociology. Specialty areas: identity and identity change, health and illness,

categorical data analysis.

ASSOCIATED FACULTY IN THE DIVISION OF PSYCHOLOGY Gordon D. Atlas, Ph.D. University of Michigan

Professor of Psychology. Specialty areas: defense mechanisms, depression, sensitivity to

criticism.

Amy Button, M.A., C.A.S Alfred University

Assistant Professor of Psychology. Specialty areas: school psychology, college students

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with disabilities.

Nancy E. Furlong, Ph.D. University of Pittsburgh

Professor of Psychology. Specialty areas: cognition and social development of children,

research design and statistics.

Danielle Gagne, Ph.D. University of New Hampshire

Associate Professor of Psychology. Specialty area: cognitive psychology.

Bethany Johnson, Ph.D. University of Nebraska

Assistant Professor of Psychology. Specialty area: social psychology.

Louis L. Lichtman, Ph.D. University of Maine

Professor of Psychology. Specialty areas: neuropsychology, parenting, eating disorders.

Robert J. Maiden, Ph.D. New School of Social Research

Professor of Psychology; licensed psychologist. Specialty areas: clinical psychology,

aging, marital and family therapy, drug and alcohol abuse, medical psychology.

OTHER CONTRIBUTORS Nancy L. Evangelista, Ph.D. Syracuse University

Associate Provost/Director of Graduate Studies; Dean, College of Professional Studies;

Professor of School Psychology; licensed psychologist; certified school psychologist.

Specialty areas: early childhood issues, developmental disabilities, autism, early literacy,

supervision.

Nancy Shedlock, Psy.D. Alfred University

School Psychologist, Hornell City School District, Hornell, NY

Michael Wales, M.A., C.A.S. Alfred University

School Psychologist, Scio Central School District, Scio, NY

THE ALFRED UNIVERSITY DOCTOR OF PSYCHOLOGY

PROGRAM The training required for a professional career in psychology is different from that

experienced as an undergraduate. Students are expected to perform competently in academic

courses, practicum activities, and assistantship activities. It is important that students

demonstrate initiative in approaching faculty concerning course content issues, asking for

feedback, and planning programs in special areas of interest. Motivation is necessary for

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development into a professional school psychologist. Obtaining an advanced degree is not

merely a matter of accumulating a minimum number of semester hours. Collaboration with

other students in professional activities is encouraged. Attendance at the student cohort

meetings, contributions to committee projects, and participation in faculty-student activities are

opportunities for peer interaction outside the classroom. Considerable education as well as

support for one another is gained through informal gatherings.

PROGRAM REQUIREMENTS (120 credits) The Psy.D. program in school psychology is designed to prepare health service

psychologists who will practice advanced skills in schools and other child and related settings.

Graduates will be prepared to perform such professional roles as: (1) psychologists in applied

research; (2) professionals in higher education involved in the training of future educators and

clinicians; (3) supervising psychologists; (4) program evaluators; and (5) psychologists in

schools, child and family treatment agencies, hospitals, and private practice.

A minimum of 90 credits of coursework beyond the baccalaureate degree must be

completed in addition to one year of internship (18 credits) and a minimum of 12 credits of

dissertation. As specified by University regulations, all work for the degree must be completed

within 7 years from the date of the start of the program. Every student must fulfill a residency

requirement, which requires enrollment as a full-time student for two consecutive semesters.

Continuous registration (minimum 3 credits per semester) throughout the program is also

required. Thus, this is minimally a four-year program, with three years of coursework, including

approximately 800 hours of supervised practica experience, at least one year of full-time

residency, and then a year-long full-time internship. The content of the coursework will be a

balance of scientific bases and professional applied psychology. Students are encouraged to

develop an area of special interest through a combination of coursework, field experience,

research, and independent study. It would be typical for the student’s research to support the

development of such a special interest. At the successful completion of the first two years of

course work (64 credits), including the qualifying examination, the Master of Arts degree in

School Psychology will be awarded. Students then complete a third year of coursework. After

completion of their internship, students will be awarded the Certificate of Advanced Study. In

addition, a doctoral qualifying examination and a written dissertation will be required. These

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program components are elaborated upon in the following sections. The following are the course

requirements for the Psy.D. program (Course Descriptions are found in Appendix A).

Basic Science Areas Number Credits Title

PSYC 609 3 Physical Bases of Behavior

PSYC 626 2 Psychological and Educational Measurements

PSYC 671 3 Statistical Analysis and Research Design I

PSYC 607 3 Learning and Cognition

PSYC 606 3 Advanced Developmental Psychology

PSYC 639 3 Exceptionality in Learning & Behavior

PSYC 608 3 Social Psychology and Behavior

PSYC 672 3 Statistical Analysis and Research Design II

PSYC 673 3 Statistical Analysis and Research Design III

Applied Professional Psychology Number Credits Title

PSYC 601 1 Foundations of Cultural Diversity

PSYC 603 1 Foundations of School Psychology

PSYC 627 2 Norm-Referenced Testing I

PSYC 628 2 Academic Functioning

PSYC 611 3 History & Systems of Psychology

PSYC 632 2 Norm-Referenced Testing II

PSYC 651 3 Academic Interventions

PSYC 637 1 Introduction to Group Dynamics

PSYC 636 3 Foundations of Interpersonal Effectiveness

PSYC 638 3 Psychotherapy and Behavior Change

PSYC 641 3 Introduction to Family Therapy

PSYC 642 3 Advanced Topics in School Psychology

PSYC 658 3 Clinic Practicum I

PSYC 659 3 Clinic Practicum II

PSYC 629 3 Social-Emotional Assessment

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PSYC 646 3 Consultation and Prevention

PSYC 695 3 Professional Practice Seminar

PSYC 602 2 Seminar in Cultural Diversity

PSYC 692 3 Supervision/Administration of Psychological Services

PSYC 674 3 Research in School Psychology

Practica/Internship Number Credits Title

PSYC 656 1 Field Experience in School Psychology I

PSYC 657 2 Field Experience in School Psychology II

PSYC 664 1 Practicum in Academic Interventions

PSYC 658** 3 Clinic Practicum I

PSYC 659** 3 Clinic Practicum II

PSYC 661 1-3 Advanced Practicum I (elective)

PSYC 662 1-3 Advanced Practicum II (elective)

PSYC 669 9 Predoctoral Internship in School Psychology I

PSYC 670 9 Predoctoral Internship in School Psychology II

**Noted in the Applied Professional Psychology sequence as well.

Dissertation Credits Credits

Numbers Per Title Semester

PSYC 699 1-12 Dissertation (a minimum of 12 dissertation credits is

required before graduation.)

Electives – 9 credits are required Electives in School Psychology

A series of advanced seminars will be offered on a variety of topics based on the interests of

students and faculty. These are examples of what may be available.

Numbers Credits Title

PSYC 644 3 Techniques of Play Therapy

PSYC 643 3 Techniques of Family Therapy

PSYC 687 3 Advanced Seminar: Early Childhood Services

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PSYC 648 3 Advanced Seminar in Consultation and Intervention

PSYC 691 3 Organizational Change & School Reform

Electives in Counseling

COUN 603 3 Foundations of Mental Health Counseling

COUN 619 3 Program Development & Grantsmanship

COUN 641 3 Counseling Special Populations

COUN 642 3 Multi-Cultural Counseling

Electives in Education or Business Administration

These classes will vary from year to year - check with your advisor.

SEQUENCE OF COURSES Note: The following is the typical course sequence for doctoral students, and all listed

courses are required. There may be occasional variations in the timing of when courses are

taken, due to availability of instructors, offerings of elective courses, previous graduate level

courses taken by students, etc. Students will not receive credit for any courses which are taken

to meet prerequisites for program admission. Course descriptions are found in Appendix A

In addition to course requirements, there are various program-related activities which

students will accomplish. The Program To-Do List in Appendix B was developed to guide

students through these. It is set up as a checklist that can be used to track things that have been

completed.

Typical Course Sequence Year 1

First Semester

1 Foundations of Cultural Diversity PSYC 601

3 Foundations of School Psychology PSYC 603

3 Learning and Cognition PSYC 607 *

2 Psychological and Educational Measurement PSYC 626 *

2 Norm-Referenced Testing I PSYC 627

3 Foundations of Interpersonal Effectiveness PSYC 636

1 Introduction to Group Dynamics PSYC 637

1 Field Experience in School Psychology I PSYC 656

16 credits

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Second Semester

3 Advanced Developmental Psychology PSYC 606 *

3 Social-Emotional Assessment PSYC 629

2 Norm-Referenced Testing II PSYC 632

3 Psychotherapy and Behavior Change PSYC 638

3 Exceptionality in Learning and Behavior PSYC 639 *

1 Field Experience in School Psychology II PSYC 657

15 credits

Year 2

Third Semester

3 Academic Functioning PSYC 628

3 Introduction to Family Therapy PSYC 641

3 Consultation and Prevention PSYC 646

3 Clinic Practicum I PSYC 658

3 Statistical Analysis and Research Design I PSYC 671*

3 Elective ________

18 credits

Fourth Semester

3 Physical Bases of Behavior PSYC 609 *

3 Clinical Seminar: Advanced Topics in School Psychology PSYC 642

2 Academic Interventions PSYC 651

3 Clinic Practicum II PSYC 659

1 Practicum in Academic Interventions PSYC 664

3 Statistical Analysis and Research Design II PSYC 672

3 Professional Practice Seminar PSYC 695

18 credits

Year 3

Fifth Semester

3 Statistical Analysis & Research Design III PSYC 673

15

3 Research in School Psychology PSYC 674

3 Supervision/Administration of Psychological Services PSYC 692

6 Dissertation PSYC 699

3 Elective _________

18 credits

Sixth Semester

2 Seminar in Cultural Diversity PSYC 602

3 Social Psychology and Behavior PSYC 608

3 History & Systems of Psychology PSYC 611*

6 Dissertation PSYC 699

3 Elective _________

17 credits

Year 4

Seventh Semester

9 Predoctoral Internship in School Psychology I PSYC 669

Eighth Semester

9 Predoctoral Internship in School Psychology II PSYC 670

18 credits

Total 120 credits (minimum)

Year 5 (if applicable)

Note: Beginning in Year 5, all students must enroll each semester for a minimum

of 3 credits until the completion of all program requirements.

Note: All School Psychology program courses (unless marked *) are open only to matriculated

school psychology students. PSYC 606, 607, 609, 611, 626, 639, and 671 are available to any

non-matriculated graduate student or any matriculated graduate student at Alfred University with

the permission of the instructor and division chair.

Note: There might also be a possibility for a student to do the Internship in School Psychology

half-time during years three and four while continuing to take courses both of those years.

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PROGRAM INFORMATION

Certification As School Psychologist Graduates of the Alfred University School Psychology program will have completed the

academic requirements for permanent certification awarded by the New York State Education

Department after 2 years of work experience. Immediately upon completion of internship,

students will receive a provisional certification from the State Education Department. In

addition, the program is approved by NASP, so students are eligible for National Certification.

Licensure As Psychologist Graduates of the doctoral program will have fulfilled the curriculum requirements as well

as the first year of supervised experience (internship) to be license eligible in New York State.

New York State requires 3500 hours of supervised work experience before licensure may occur.

A maximum of 1750 hours may occur before obtaining one’s doctorate. In addition, there is a

state-administered licensing examination. Further information and application materials can be

obtained from the State Education Department at (800) 342-3729 or (518) 474-3817, or through

their website (www.op.nysed.gov).

Counseling and School Psychology Governing Committee (CSPGC) The CSPGC is the operating committee for the program, overseeing program policy,

procedure, and curriculum. Its membership includes the faculty of the Division of Counseling

and School Psychology, the chairperson of the Division of Psychology, one representative from

the faculty of the Division of Psychology, and the Dean of College of Professional Studies, ex

officio.

Elected student representatives may bring issues to the CSPGC and attend meetings

where such issues are discussed. Any individual student can bring an issue to the Committee for

discussion or consideration through the class representative.

Class Representatives And Meetings Each school psychology cohort elects two class representatives each year. These

representatives act as a liaison between the class and the Division Chair or Program Director, as

well as the Counseling and School Psychology Governing Committee to discuss issues of

concern that may arise for the students. In addition, the Program Director, along with other

faculty, meets with each cohort on a regular basis throughout the academic year.

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GENERAL INFORMATION Class Attendance - Attendance at all classes is expected.

Writing Style - All papers written for courses in the program are to be prepared according to the

style presented in the Publication Manual of the American Psychological Association (6th ed.).

This is especially important in any paper in which you are using articles, texts, etc., as sources.

You must carefully note and credit original sources.

Photocopying and Printing – Student Printing Quota at Libraries and Computer Labs -

Graduate students have a quota of 800 pages per semester. Students are able to print the number

of allotted pages, after which they are able to buy additional printed pages through a secure Web

page that is linked to their Banner student accounts. The cost per page is 3 cents (for both single-

sided and duplex printing).

To learn more about the print management program and how to decrease the number of pages

you print, please visit the ITS Print Management Page:

https://my.alfred.edu/information-technology-services/instructional-support/print-

management.cfm.

E-Mail Accounts: Students are expected to establish an Alfred University user account. E-mail

is the “official” means of communication and you will receive information from your professors,

the division, and the University in this manner. Students should check their e-mail accounts all

year, including the summer and other breaks. Students must abide by the rules and policies for

use of these accounts.

Secretarial Services - Students may not use the Division secretarial services unless they are

doing work specifically and directly for a professor in conjunction with their assistantships.

Telephones - Telephones in the Division Office may not be used for personal calls. Students are

to make no local or long distance calls, unless in conjunction with their duties as a graduate

assistant.

Lounge - Room 401 of the Science Center is a lounge for student and staff use. There are some

basic guidelines for the care and use of the room. o Lounge use is a privilege

o Everyone washes their own dishes: We do not leave them in the sink

o Please keep noise down - classes in nearby rooms are in progress

o Each 1st-year student is responsible to sign up for lounge duty one week per semester.

The Division secretary will pass out a signup sheet at orientation.18

o Duties include:

Making sure the lounge is picked up and neat.

Cleaning and turning off coffee pot at the end of the day.

Putting away dishes/silverware.

Making sure all tables, microwave, and toaster are clean.

Student Work Room - Room 401B of the Science Center is a graduate work room. Please

observe some basic guidelines:

o Be considerate of others by visiting in the lounge area, not the study room.

o Use care with the computers and report any problems to the Division Secretary.

o Room is to be locked at night.

o If room is locked, Division Secretary will open it for students.

o Computers and printers are provided by the division for graduate student use. Use for

course and GA work has priority. Paper must be supplied by students.

o The Test Library is located within the Student Work Room. See Appendix C for the Test

Library Policy.

POWELL INSTITUTE AND CLINIC USE POLICY • The facilities at the Powell Institute, including the Child and Family Services Center clinical

rooms, are primarily dedicated to teaching and other functions of the Powell Institute. At times

the clinic treatment rooms may also be used by graduate students in the Counseling and School

Psychology programs for purposes related to acquiring and practicing clinical skills. Such

activities might include dyad work to practice counseling skills, conduct mentoring sessions

between beginning and advanced students, use of rooms to review videotapes, or to practice

testing procedures. The following guidelines have been developed for use of the facility.

• Institute Hours: The Powell Institute is generally open during business hours, from 8:30 am –

4:30 pm, Monday through Friday. However, there may be times when the faculty and Powell

Institute/Clinic secretary need to be out of the building, at which time the exterior doors will be

locked for safety and security.

• Some classes are scheduled after business hours. Instructors have keys and are responsible for

insuring that students arriving after 4:30 have access to the building, and for insuring that the

building is locked when the class is finished.

• Students who arrive for classes in the downstairs classroom should enter and leave from

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the back door. They should not walk through or congregate upstairs, especially when clinic is

in session. They should also use the restrooms that are downstairs.

• Clinic GAs: Graduate assistants working for the Child and Family Services Center have keys

for locking up when clinic is finished for the day. GAs should not be in the building after hours

or on weekends unless they have a specific assignment from a supervisor which must be

completed during that time.

• Reserving Rooms: The Secretary for the Powell Institute/Clinic keeps a master schedule for

room use in the building. Student access to conduct dyad practice, review tapes, use test

materials, etc., is to be scheduled with the secretary and must occur during business hours.

• Scheduled classes, including clinic, have priority use of classrooms and clinic rooms. Any

student who wishes to use a room when clinic is in session MUST clear this directly with the

clinic supervisor, who will make sure that no clients are scheduled during that time.

• Copiers: There are no copiers at the clinic that take money or are part of the student printing

quota. Therefore, students who are doing work for their classes must plan ahead and make

copies in other locations.

• Computers: All of the computers at the Clinic/Institute are only to be used for Clinic- or

Institute-related work. The computer in Clinic Room 5 (upstairs) is available for student use in

preparing clinic-related materials. Students who are preparing materials for other courses should

plan ahead and have those materials ready before they arrive for classes at the Institute.

• Coffee: The coffee (tea, hot chocolate, etc.) that students and faculty drink during classes held

at the Institute comes from the same fund that pays for lounge supplies at the Science Center.

There are coffee makers and supplies located in the Child and Family Services Center kitchen;

they are available for use during classes.

• Water Cooler: The water cooler in the Powell Institute kitchen is not to be used for filling

water bottles.

• Parking: The paved parking lot behind the Powell Institute is reserved for use by university

faculty and staff, and clients of the Child and Family Services Center. Limited student parking

(for those with student parking stickers) is located adjacent to the paved portion and is indicated

with a sign. Additional parking is available on Sayles and Pine Streets, but be sure to follow

street signs.

• Emergency Exits and Procedures: Upon indication of an emergency or emergency drill, please

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exit the door closest to you. Proceed immediately to the designated meeting area located at the

back of the paved parking lot, in front of the “Student Parking” signs. In the event of a true

emergency additional instructions will be available at that location. (Site maps indicating the

meeting area and the building exits are posted throughout Powell Institute.)

PROFESSIONAL ORGANIZATIONS There are a number of professional organizations that the faculty encourage students to join that

are relevant to the field of school psychology. Students receive significant discounts on

membership rates.

• American Psychological Association - APA represents all disciplines within psychology.

Graduate student dues are $67 annually. These dues include enrollment in the American

Psychological Association of Graduate Students (APAGS), which addresses graduate student

training and development. APA’s Division 16 represents School Psychology exclusively.

Within Division 16, Student Affiliates in School Psychology (SASP) represents graduate

students.

• National Association of School Psychologists - NASP is the national association for school

psychologists. Membership includes a monthly newsletter and a quarterly journal, School

Psychology Review, as well as access to School Psychology Forum. Student membership is $75

annually.

• New York Association of School Psychologists - NYASP is the state affiliate of the national

organization. NYASP publishes a newsletter and sponsors an annual conference. Student

membership is $55 annually.

• American Educational Research Association - Student dues start at $55.

• National Council on Measurement in Education - NCME student membership is $45 per

year.

PROGRAM POLICIES AND PROCEDURESPOLICY AGAINST DISCRIMINATIONThe following statement is taken from the University's Graduate School Catalog:Alfred University considers candidates for admission, applicants for financial aid and applicants for

employment on the basis of individual qualifications and does not discriminate on the basis of gender,

age, race, color, national or ethnic origin, religion, sexual preference or disability. Further, the University

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does not engage in any of the said forms of discrimination in the administration of admission and

educational policies, scholarship and loan programs, the athletic program or in any other school

administered program. Alfred University is an affirmative action, equal opportunity employer.

If any student enrolled in Alfred University believes s/he has been discriminated against

on the basis of age, sex, race, marital status, religion, handicap, or national origin, s/he may

contact the Affirmative Action officer. That individual is Mark Guinan, Human Resources,

Green Hall, 871-2909, email: guinan@alfred.edu.

ADMISSIONS POLICY The division typically admits 4-7 doctoral students and 10-15 Master's/CAS students in

School Psychology each year. The doctoral admissions committee includes three members of

the Counseling and School Psychology division, one member of the undergraduate Psychology

division, and one third-year doctoral student. Admission to the program is based upon a

comprehensive review of all of the application materials. These include grade point average,

scores on the Graduate Record Examination, personal statement, statement of research interests,

three letters of recommendation, and an interview.

The average GRE scores of our doctoral students over the past several years have been

about 304, combining the Verbal and Quantitative sections, and 4.0 for Analytical Writing. The

average undergraduate GPA of our doctoral students has been approximately 3.47. These

numbers are averages and are used as guidelines; final decisions are based upon a holistic review

of the applicants' credentials. Graduate School guidelines recommend a minimal GPA of 3.0 for

acceptance.

We accept applicants with their bachelor's degree, master's degree in counseling or other

areas of psychology, and advanced-standing students who have a master's degree in School

Psychology.

We are interested in students whose goals and interests match those of the training in this

program. We strive for balance in admitting a diverse student body, including cultural, ethnic,

and geographic factors, as well as a blend of traditional and non-traditional students.

UNDERGRADUATE PREREQUISITES The student must present evidence of successful completion of undergraduate course

work in the following subject areas:

• Introduction to Psychology

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---

• Statistical/Experimental Methods

• at least one of the following areas:

Developmental Psychology (child and adolescent)

Personality

Abnormal Psychology

Other courses, such as Tests and Measurement, Learning, or Educational Psychology are

looked upon favorably. Practical experiences are seen as valuable preparation. No program

credit is given for undergraduate study or for graduate courses students take to complete

prerequisites.

All School Psychology program courses (unless otherwise noted) are open only to

matriculated school psychology graduate students. PSYC 606, 607, 609, 611, 626, 639, and 671

are available to any non-matriculated graduate student or any matriculated graduate student at

Alfred University with the permission of the instructor and division chair.

PROPOSAL TO TRANSFER CREDIT Once a student has been accepted into the program, due consideration will be given to

graduate work done at other accredited institutions and some transfer of credits may be

permitted. Such credits must be in courses which were clearly at the graduate level with grade B

or better, and which duplicate coursework in Alfred University's School Psychology Program.

Students entering the program with a previous Master's degree in School Psychology may

be able to transfer credit in the same manner as described below. These students must still

complete at least half of their required course work (excluding Internship and Dissertation

credits) at Alfred University and attend for at least two years.

Every request for transfer of credits is reviewed individually. The student works with his

or her advisor to prepare a request to transfer credit for appropriate courses. In cases where only

a portion of the course matches our required course, then the appropriate portion (e.g., 2 of 3

credits) could be fulfilled with the transfer course. In such cases, the remaining portion of the

course (e.g., 1 of the 3 credits) can be fulfilled by the student taking a “Special Topics” course or

an “Independent Study” in the appropriate content area.

The faculty advisor must make the request for transfer credit on the students’ behalf to

the Division Chairperson. This request should include the institution where the course was

taken, the title and course number for the courses to be transferred, and the corresponding AU

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courses. If the Division Chairperson concurs, the matter is referred to the CSPGC, which acts to

accept the proposed transfers, or makes other suggestions or modifications as needed.

The division chair will then prepare a letter with the courses approved by the CSPGC

which is addressed to the student to verify the acceptance of transfer credits. A copy of this

letter is sent to the registrar’s office to formally apply these courses and credits to the AU

transcript. The registrar must also have an original copy of the transcript from the other school.

In those instances, when a student's transcript and prior experiences suggest the possibility of

awarding transfer credit for didactic courses or practicum experience the following criteria will

be followed:

• When there is a question of accepting credit for didactic courses taken at other graduate

institutions, students must provide a syllabus for each course to be transferred. The faculty

member teaching the course to be transferred will review the syllabus to determine if the course

fulfills our coursework goals and objectives.

• In those cases in which the instructor has a question about comparability, the student will be

required to take a proficiency exam. Proficiency exams will be taken only when students have

prior graduate coursework which is similar to a program course.

• When there is a question of accepting prior practicum experience in lieu of the practicum

requirements, the student will meet with his/her advisor to discuss whether prior experience is

comparable to one or more of the practica components of the program. If the advisor agrees that

the experiences appear to be comparable, they will meet with the Division Chairperson to

confirm this assessment. To make the determination at this level, the candidate must submit a

validated description of the experience, including information as to activities engaged in, nature

of placement, duration, nature and extent of supervision, and qualifications of supervisor. If

there are any questions with respect to certain skills (e.g., assessment, report writing,

consultation) associated with the practicum, the student will be required to demonstrate these

skills at the Child and Family Services Center or another appropriate setting. If the candidate’s

prior experience was not part of an organized training program, the candidate will be expected to

complete our program’s practicum experience, and this experience will be tailored to the

particular strengths and weaknesses of the candidate. Regardless of prior experience, all students

are required to have participated in a supervised practicum experience prior to internship.

• Decisions concerning student requests to be granted credit for a course or field experience will

24

be made during the first semester the student is enrolled. The one exception to that is when

the student needs to demonstrate a particular skill or competency. Under these circumstances,

the students’ record will have been reviewed during the first semester and a decision made

during this period about the need for demonstration and about the procedures which will be used

to accomplish this demonstration.

• Doctoral students with advanced standing who have completed a master’s degree in School

Psychology are exempt from the qualifying examinations.

• Grades earned in courses transferred from other institutions do not affect the student's Alfred

University grade point index.

In well-substantiated special cases, where the interests of the student are at variance

with the regulations stated above, a documented petition may be made to the CSPGC

through the Division Chairperson for an appropriate transfer of credit.

PROPOSAL TO GAIN COURSE WAIVER Occasionally students enroll in the program with previous graduate coursework from

other institutions that is not recent. Also, some students enter with a great deal of relevant work

experience to their benefit. These courses and experiences may qualify the student for a course

waiver rather than a transfer of credit. If a waiver of a course is granted, the student does not

have to take that course. However, since credit for the course will not be earned, it is the

student's responsibility to take an equal number of credits to make-up for the waived credit.

In order to effectively plan and sequence the student's overall program, all course waivers

must be discussed during the student's first semester of enrollment. Failure to initiate course

waiver requests in the first semester of study constitutes acceptance of all coursework as

specified in this handbook.

CONTINUOUS ENROLLMENT Continuous enrollment is required in order to assure that students make continual,

systematic progress in their program. All students must enroll each semester for an appropriate

number of credit hours (minimum of 3 credits) until the completion of all program requirements.

This includes part-time enrollment for dissertation credits only. Failure to enroll during a

semester will lead to a recommendation for dismissal. This dismissal will occur unless the

student registers and pays for credits before the subsequent semester begins. Once dismissed,

25

students who then wish to complete their degree must apply for re-admission to the program.

Leaves of absence can be discussed with the Division Chairperson if an unusual circumstance

presents itself.

WITHDRAWALS A student may withdraw from a course and receive the grade of “W” with the signature

of the instructor and the approval of the student's advisor during the period designated by the

University calendar. A grade of “W” will be assigned for a course withdrawal. The signature of

the Dean is also required if the withdrawal occurs after the University deadline.

LEAVE OF ABSENCE Alfred University recognizes that there are many good reasons why a student may want

to temporarily interrupt his/her education. Therefore, the University has established a leave of

absence policy that assures a student the right to continue his/her education following a specified

leave period. The following principles govern the leave of absence policy:

1. A student must make a written request to the Chairperson of the Division of Counseling and

School Psychology. The request must include the reason(s) for the leave and the length of time

for which the student wants the leave. Leaves are generally granted for one or two semesters,

but may be extended upon application and approval.

2. Before granting a leave, the Chairperson may discuss with the student his/her written request and

specific action plan for the leave.

3. The Chairperson will bring the request to the Counseling and School Psychology Governing

Committee for discussion and a decision.

4. Once a leave is granted, the Chairperson will notify other interested University officials of the

decision and the expected date of return.

5. There are circumstances (for example, a felony conviction) under which a student's leave, and

eligibility to return to the University, may be canceled.

6. A student who is granted a leave of absence to deal with medical and/or psychological problems

may be requested to submit a clinical evaluation to the Chairperson and to the Dean of Students

before consideration can be given for his/her return to campus.

GRADUATE ASSISTANTSHIP (GA)Graduate assistantships (usually half tuition remission) are available to all full-time

students. The students are responsible to the supervisor to whom they are assigned. Students

26

who receive such assistantships are expected to work the stated number of hours per week.

Written evaluation of the assistant's performance is conducted at the end of each semester to

determine if the assistantship should be continued. The assistantship can be revoked at any time

for lack of adequate performance of assistantship responsibilities. Continuation of the

assistantship is dependent upon satisfactory performance of internship duties, as well as

satisfactory academic progress in the program. It is the student's responsibility to discuss any

problems they are having in completing their hours with their supervisor, advisor, and/or the

assistantship coordinator. Students who receive graduate assistantships must obtain

permission from the Division Chairperson before they accept additional employment

within or outside of the University. The Graduate School and Financial Aid Office assist

graduate students in obtaining additional forms of assistance whenever possible.

General GA Information • GAs must submit and have their hours approved by their supervisor on a regular basis, either via

paper time sheets on online in Banner.

• GAs will get emails from the Assistantship Coordinator about when to submit in each manner.

• If GAs miss a deadline in entering hours in Banner, they must complete a paper time sheet

regarding those hours.

• Please be considerate while working in the various offices. Discourage visiting with one another

- the lounge is provided for this purpose.

GRADES Grades that students may receive in graduate courses are: A (Exemplary), B+ (Exceeds

expectations), B (Meets expectations), C (Below expectations), F (Failure), or I (Incomplete).

The Graduate School requires that the students maintain a GPA standard of 3.0 or better each

semester and cumulatively. In addition, students in the School Psychology programs are

permitted to present no more than six credit hours at the grade of C or below. Once admitted,

students can expect to continue attendance at the University so long as they: (1) maintain

satisfactory academic records and progress in the development of necessary professional,

personal, and interpersonal characteristics; (2) meet their financial obligation to the University;

and (3) do not seriously or persistently violate existing University regulations. Separation from

the University will be made only after a review of the matter by an appropriate group, and

according to established University procedures.

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The Counseling and School Psychology Governing Committee reviews each student's

record each semester. The following sections describe the possible outcomes if students do not

meet the required standards.

Probation

A student whose semester GPA drops below the levels established by each college may

be placed "on probation.” Further, a student who has a low cumulative GPA, low grades in

critical prerequisite courses, or who is not making satisfactory progress, may also be placed "on

probation." Students in the School Psychology Program must maintain semester and cumulative

GPAs at or above 3.0.

Extended Probation Students “on probation" who do not significantly improve their academic performance

during the next semester immediately following being placed "on probation" may be dismissed

or placed on "extended probation" for another semester.

Suspension Students who are not making satisfactory progress in the program, including the

development of necessary professional, personal, and interpersonal characteristics, or who

violate University regulations may be placed on “suspension” from the program.

Dismissal • Students may be “dismissed” if they do not meet the GPA standard of 3.00 or better each

semester and cumulatively, or if they do not make satisfactory progress in other ways. Division

regulations require dismissal of students who have more than 6 credits of C (or below).

• A student who is "on probation" or "extended probation" and who fails to attain the minimum

semester or cumulative standards for a second consecutive semester may be dismissed from the

University.

• Failure to meet other specific academic requirements, inability to improve overall academic

performance, lack of requisite personal and professional characteristics and skills, or lack of

satisfactory progress toward a degree may also result in dismissal from the University.

Student Appeal for Change of Academic StandingA student appeal for change of academic standing will be made through the student's

Dean for presentation to the College’s Scholastic Standards Committee, and then, if needed, to

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the Provost, or the Chief Academic Officer, who may consult the Graduate Council, in reaching

his/her decision.

RESEARCH ORIENTATION FOR DOCTORAL STUDENTS At Alfred, we are strongly committed to training school psychologists who are

practitioner-scientists. We earnestly believe that all our graduates--whether they eventually work

as scientists or as practitioners--need a firm grounding in both scholarship and practice. You will

not be an effective clinician unless you are an effective consumer of research, and your research

will be sterile without a background in practice.

Although you will take coursework in research and statistics, it is difficult to learn to be a

scholar from coursework alone. Rather, one really learns how to do research by doing research,

preferably under the tutelage of an active scholar. In our experience, the most productive

scholars had mentors, under whom they served a kind of apprenticeship. We hope to provide

you with that same kind of experience here at Alfred.

Scholarly Apprenticeship To gain experience in scholarship, Psy.D. students may serve as an apprentice to their

advisor (or other mentor), assisting in his or her program of research or other scholarly activities.

During your first year of apprenticeship, you may spend your time doing a variety of activities

that make up the nuts and bolts of research: conducting reviews of literature, assisting in

collecting data, entering data into the computer. As your skills progress, however, you will

begin to take more responsibility for the scholarship, and will become involved in planning,

conducting, analyzing, presenting, and writing about studies. At the same time, you will also

progress from being an assistant to becoming a scholar, comfortable designing and conducting

your own research, and presenting it at conferences and journals. As time passes, an increasing

level of independence is expected.

A fortuitous side effect of your scholarly apprenticeship is that you will be much more

prepared to conduct your dissertation. Many students find the dissertation an overwhelming task

simply because so much of the process of conducting research is new to them. By that time,

however, you should be familiar with that process; you will have done it all before. Your

dissertation will simply become another step in your journey toward becoming a scholar.

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Seminars or Colloquia Doctoral students will be expected to attend occasional seminars or colloquia on topics of

scholarly interest. Topics for seminars may include faculty or student research, grant activities,

presentations by visiting faculty, presentations of possible dissertation topics, discussions of

research that are of interest to faculty and students, or other topics. Faculty and advanced

students preparing presentations for conferences may also use these seminars as "first-runs" for

those presentations, allowing them to try out formats, gauge time, and anticipate questions.

First year students will be expected to attend the seminars and participate in the

discussions. Your participation will help you become an intelligent consumer of research by

making you feel comfortable evaluating research and integrating new research with your

previous knowledge of an area. Please note that such discussions are collegial in nature; only

gentle, constructive criticism is encouraged. Second and third year students also will attend and

participate, but additionally will become presenters at the seminars.

Research Expectations Students should expect to spend approximately ten hours a week in their apprenticeship.

You will work with your advisor (or some other faculty member, determined in collaboration

with your advisor) during your first year, conducting research activities. In subsequent years, as

you begin to develop your own research interests, you may wish to work with some other faculty

mentor. If so, you, your advisor, and this mentor can make such arrangements.

Some possible products of your apprenticeship and seminar participation are listed

below. Keep in mind that these are typical expectations, and that we expect inter-individual

variation.

• By the end of your first year, you should expect to be a capable consumer of research: you

should be able to evaluate research, articulate a research question, state hypotheses, and discuss

possible designs.

• During the second and third year, you may be co-presenter, with your advisor/mentor, of

research findings at a conference, and an active contributor to research seminars. You may also

co-author journal articles with him or her.

• By your third year, you may be the first author and major presenter of conference papers and a

valuable co-author on articles.

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AREA OF SPECIAL INTEREST All students are encouraged to develop an area of special interest. This would be in an

area that the student has a particular interest in studying extensively. A combination of field

work, research, and coursework will support the development of a specialty area. The ideas for

areas of specification should be discussed with your advisor and other faculty as appropriate.

Students should begin thinking about this during their second semester in the program. While

the dissertation alone will not make a specialty area, it would be hard to imagine that a

dissertation would not support the specialty area. Some examples of specialty areas that students

may consider include: Family School Psychology, Psychotherapy, Assessment,

Consultation/Prevention, Preschool, Rural School Psychology, and Research Design. Other

areas may be considered at the discretion of the faculty.

QUALIFYING EXAMINATION The purpose of the written qualifying examination is to evaluate students on their

knowledge of applied professional skills. The examinations will be administered after a student

has successfully completed the first two semesters of the program. Passing the examination then

qualifies the student to continue in the program. Thus, the satisfactory completion of the

qualifying examination is a requirement for continuation in and graduation from the program.

The qualifying examination consists of three questions: cognitive and academic

assessment and intervention (3 hours), role and function of school psychologists (2 hours), and

social-emotional assessment and intervention (3 hours). Each question covers material from

several courses, and the questions require integration and synthesis of all course material

presented throughout the first year. The faculty of the School Psychology programs develop and

grade the questions. Responses to each question are graded by two readers (blind to the identity

of the students) using a prepared scoring rubric. In the event of a discrepancy in grading, a third

reader will be appointed. Each question is evaluated individually.

The grading for each question consists of either a pass, marginal response, or fail. In the

event of a marginal response on any question, the student will be given a chance to clarify

his/her response through a follow-up oral exam with the two readers of the question. For

preparation, the student is given a copy of the question and his/her response. The student may

prepare for the oral clarification using any material they have, but preparation materials may not

be brought into the actual oral exam. During the oral exam, the student presents suggestions for

31

improvements to the original response. Faculty may ask questions to gain further clarification.

The outcome grade for the oral exam is either pass or fail. If the student obtains a grade of fail

for the original question, either upon the first scoring or after a follow-up oral exam, he/she must

re-take the exam with a different question, per Graduate School regulations. The second

question is graded and scored in the same manner as the first (described above).

Generally, the qualifying exam will be offered in the month after the end of the second

semester, with the oral exam, if needed, approximately three weeks later. A re-examination, if

needed, is usually offered in the month prior to the start of the third semester. Students must

demonstrate proficiency in all three areas within two attempts to pass the entire examination, and

thus, to continue in the program. As Graduate School regulations indicate, a student may take

each part of the examination only two times.

Doctoral students with advanced standing who have completed a master’s degree in

School Psychology are exempt from the qualifying examinations.

SCHOOL PSYCHOLOGY PRAXIS EXAMINATION It is required that all students take the School Psychology Exam administered by the

Educational Testing Service (www.ets.org) as part of their Praxis II series for teachers and

school personnel. The exam is offered several times each year. It is also required that

students submit all of their scores (total score and domain scores) to the Division Chair or

Secretary by February of their internship year. In order to accomplish this, the exam must be

taken by the end of the fall semester of the internship year.

Please designate AU as a score recipient when registering for the exam with ETS. In

addition, submit a copy of your score report to the Division Chair or Secretary. Failure to

provide a score report involves failure to meet a program requirement. Therefore,

certification will not be recommended for students who do not submit these scores. Scores

on this examination provide an externally validated measure of student competence as required

by the credentialing agency for our program (NASP). A score of 165 is set as the passing grade

by NASP for individuals who wish to become Nationally Certified School Psychologists

(NCSP). Our program has not set a specific passing score.

CREDENTIAL FILE When you apply for internships and school psychology positions, you will need letters of

recommendation written by faculty or supervisors. You may do this by creating an account with

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Interfolio. They will keep your documents in storage until you are ready to send out applications

for jobs and internships. Your account is easy to set up.

Initiating the Account:

Go to the http://account.interfolio.com/dossier/signup and fill in the form. Please print

the agreement for your file, so that you can go back and reference it as needed.

Cost to Set Up an Account:

The cost for the account is currently

$19.00 for one (1) year

Storage:

You will be able to store any type of document – writing samples, articles, test scores,

unofficial transcripts and whatever you need to have a complete application package. You can

upload documents directly into your account, or mail them to Interfolio, and they will upload

them for you (such as confidential letters).

Building Your Online Credential File:

When you are ready to begin building your application package in your account, you will

contact Interfolio to ask that a request for a letter of recommendation be sent to (whomever).

That person will get the request, write the letter on your behalf, and submit it to Interfolio to be

stored in your account.

Applying for Graduate School Admission or Jobs:

Once you are ready to apply for jobs or graduate school, you will contact Interfolio and

request that your documents (or individual letters only) be sent out. Your request will be

processed in one (1) business day. There are multiple mailing options, including FedEx and

electronic delivery (where available). Six dollars ($6.00) is the cost for sending a typical

application.

Help:

Interfolio offers phone support five days a week (202-223-3358) and help requests sent

via email (help@interfolio.com) will be answered within one (1) business day.

PRACTICUM EXPERIENCES In addition to performing at acceptable academic levels in the program, it is expected that

students will demonstrate the ability to perform at acceptable levels in the various

preprofessional activities in which they are engaged, such as assistantship, practica, and

33

internship. From its inception, the School Psychology Program at Alfred University has been

concerned with integrating classroom learning with actual experience in practice settings.

One of the unique features of the School Psychology Program is that along with academic

course work, students participate in extensive practica and internship training experiences under

the direction of school psychology faculty members. These provide evaluative and consultative

services to local school systems in the Alfred area, thereby serving the community as well as

providing supervised applied training experience.

Practica are associated with most of the major core courses. Practica requirements give

the student an opportunity to practice applied skills and become familiar with the role of the

school psychologist. The field practica are completed in a variety of local schools, or agencies,

and in the Child and Family Services Center. In the course of training, students gain experience

at all educational levels in schools with diverse pupil populations relative to cultural-ethnic

backgrounds, handicapping conditions, and SES levels. Practicum experiences are supervised by

on-site certified school psychologists and University faculty. Students are also evaluated at the

conclusion of each semester during their practicum experiences.

FIELD EXPERIENCE IN THE SCHOOLS Beginning in the first semester, students participate in extensive fieldwork in Alfred area

school systems. Students are placed in a local public school one day per week for both semesters

of their first year. Students return to that school in their third semester, to complete projects

associated with their Consultation and Prevention course (PSYC 646). In the fourth semester,

they participate in a supervised practicum in a local school district, during which they are

involved in planning, conducting, and evaluating academic interventions (PSYC 664: Practicum

in Academic Interventions). Such practical experiences assist the students in developing an

understanding of the complexities of the school environment and allow them to begin to acquire

valuable skills in communication, consultation, program planning, and assessment. These

experiences lay a foundation of knowledge which better prepares the student for the challenges

he or she will encounter as a professional school psychologist. Importantly, this field work is

facilitated by an on-site supervisor and a faculty member of the School Psychology Program,

who communicate with each other to further the student’s progress. In addition, the faculty

member visits the school at least once during the first-year field placement. Students are

evaluated at the end of each semester by their supervising psychologist. The Field Placement

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Student Evaluation Form is in Appendix D. This evaluation rates skills and behavior relating to

goals for field placement, including professional behavior, positive interactional style, and

carrying through on activities devised by the student and supervisor to learn about the school’s

organization and curriculum. A list of the school districts which typically host field placement

students is included in Appendix E.

CHILD AND FAMILY SERVICES CENTER (CFSC) During the second year, students will work one afternoon and evening per week in the

Child and Family Services Center. This experience will expose students to intake assessment,

psychoeducational assessment, and counseling with children and their families. The Clinic

Practicum Performance Evaluation form can be found in Appendix F. Students’ work at the

CFSC is directly supervised by School Psychology Program faculty through two-way mirror

observation, audio and video taping, and individual and group case supervision. The address and

phone number of the Child and Family Services Center are:

The Child and Family Services Center of Alfred University

6 Sayles Street

Alfred, NY 14802

(607) 871-2229

ADVANCED PRACTICA Doctoral students may elect to do additional advanced practicum experiences during their

third year of study, as one way to gain additional expertise and to fulfill the requirements for

completing the nine credits of electives. Students may complete an advanced practicum at a

local school, mental health agency, or the Child and Family Services Center. Advanced practica

are individualized opportunities to gain applied experiences in an area of interest to the student.

Students develop practicum experiences through consultation with their advisors about areas of

interest in the semester prior to the planned practicum. The actual practicum is then arranged

with a specific faculty member who has expertise in the area of student interest, and who serves

as the faculty instructor for the course. There will also be an on-site field supervisor.

Advanced practica can be arranged from 1-3 credits, with a full day at a placement typically

constituting a 3-credit practicum. Similarly, a 3-credit practicum at the CFSC consists of the full

afternoon and evening attended by the second year students.

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A practicum plan specific to the site must be completed and signed by the student, faculty

instructor, and field supervisor. The practicum plan must address the learning objectives,

assignments to be submitted for grading purposes, procedures for evaluation by site supervisor,

and time assigned for supervision by both field supervisor and university faculty member. A

minimum of one hour per week of supervision is required for a full-day practicum. In previous

years, practicum placements have included the following types of experiences:

• Public school placements providing pre-internship experiences in targeted skill areas

• Preschool special education or early intervention programs

• Child & Family Services Center, advanced clinician role

• Community mental health programs

• Residential treatment programs

• Correctional services

INTERNSHIPThe fourth year for doctoral students typically consists of a full-time, year-long

internship. This experience is the culmination of the student's classroom and field experience

and allows the student to perform the duties (e.g., assessment, counseling, consultation, in-

service training, program evaluation, research) of a school psychologist under the supervision of

both agency-based and university-based faculty. This supervision team will consist of an on-site

licensed psychologist with a minimum of three years of experience, as well as a faculty member

of the School Psychology Program who is licensed. Faculty will supervise a maximum of six

interns at any one time, while intern supervisors are supervising only one or two interns at any

given time.

Students must complete a minimum of 600 hours of their internship in a school. The

remainder may be done in other child and family-oriented settings, such as community mental

health clinics and residential placements. Regardless of the setting, the internship may also be

completed on a half-time basis over the 3rd and 4th years of the program. This arrangement

would only be feasible if the placements were near enough to allow the student to return to

campus for the coursework. Students interested in pursuing an APPIC- or APA-accredited

internship should meet with their advisor or the internship coordinator early in their training to

discuss their plans.

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Students who are returning to school as advanced doctoral students must complete a

doctoral level internship, even if they have previously completed a master’s level internship and

worked as a school psychologist. The internship must meet the usual internship criteria, and

cannot be a job previously held or newly obtained.

Students seek placements by following guidelines developed by the Division of

Counseling and School Psychology. Students must receive a stipend from the public

school/agency in which they intern. In all instances, the internship site must be approved by the

Division Chairperson. Internship Overview, a brief summary of the internship requirements that

can be given to supervisors, is available from the Division Secretary. A separate division

publication, the Internship Manual, provides detailed information about internship organization

and specific assignments, including the compilation of an Internship Portfolio. Briefly, during

the internship year, students are required to provide documentation of professional skill

competencies through the completion of the Internship Portfolio. Documents developed for the

Portfolio include: 1) assessment report; 2) counseling report; 3) behavioral consultation report; 4)

academic consultation report; and 5) professional project report. Each portfolio is reviewed by

two faculty members, and reports are graded using established scoring rubrics. Additionally, a

copy of the Evaluation of Intern Performance tool can be found in the Internship Manual, as

well as in Appendix G of this Handbook. A list of collaborating districts/agencies and site

supervisors that have been previously utilized by our students is available in the Graduate

Student Workroom.

LIABILITY INSURANCE Students working in the School Psychology Program practicum sites are covered by

liability insurance through the University. However, students must purchase liability insurance

from a professional organization for their own protection for their school-based field experience,

clinic practicum, advanced practicum, and internship. Students must also turn in the insurance

cover sheet to the secretary each year.

STUDENT PROGRESS MONITORING The School Psychology Program faculty continuously evaluate student progress and skill

development. This is accomplished at various levels in terms of frequency and specificity.

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Feedback Sessions School psychology, as an applied specialty in psychology, in addition to academic

excellence, requires self-understanding and expertise in interpersonal communication. These

areas include feedback skills, listening skills, interviewing skills, rapport-building ability, group

leadership skills, self-monitoring of stress and self-disclosure, and appropriate application of

ethical standards. With this in mind, at least once per year and more frequently if indicated, the

School Psychology Program undertakes a systematic review of each student. This review

involves both written evaluation and a meeting with each student. The purpose of the evaluation

is to provide feedback on student progress, and identify student strengths and areas in need of

remediation. The review focuses on general academic status and progress in coursework,

practical development and attainment of professional behaviors commensurate with practicing as

a school psychologist, and future plans. All members of the School Psychology faculty may take

part in this review. In addition, input from other faculty and field supervisors is routinely

gathered via end-of-the semester evaluations. Prior to the meeting, each student completes a self-

evaluation assessing the following areas: academic abilities, professional abilities, and personal

characteristics (See Appendix H for the Student Performance Evaluation form). Thus, it is the

responsibility of the student to plan for their own specific needs for improvement. Students will

be encouraged to seek feedback each semester from their field placement supervisors regarding

their performance. Ideally this will be an ongoing (formative) process that encourages

professional growth and development, and not merely one that occurs at the end of each

placement. This component is a strength of Alfred University's doctoral program and is crucial

to the functioning of school psychologists in the field as viewed by others.

This guidance system will function in a reciprocal manner. Students are invited to seek

out their advisor whenever the need arises. But regardless of felt need, students are expected to

make an appointment with their advisor at least once per semester to review their program and

plan for the following semester. Additionally, at the end of each academic year, the student will

complete an annual activity report delineating courses and field placements completed as well as

colloquia and conferences attended, supervisory experiences, and other professional activities.

In general, it is expected that students in the program will demonstrate levels of

performance in relation to clients, supervisors, and other professionals in their applied

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placements which are commensurate with the requirements of the school district professional

personnel and the Division faculty.

Specifically, students are expected to perform adequately in at least the following areas of

behavior (these examples are not exhaustive):

• The ability to develop and maintain satisfactory relationships with clients appropriate to the level

of training of the student.

• The ability to engage in appropriate peer relationships within the context of the professional

work situation in the field and in the Division.

• The ability to engage in constructive consultation in the professional work place involving

communicating with other staff about clients and issues.

• The ability to engage in, accept, and profit from professional supervisory relationships.

• The ability to meet time lines for program, school district, and legal requirements.

• The ability to function within guidelines and limits of the professional ethics and standards of the

American Psychological Association and the National Association of School Psychologists.

These guidelines may be found in Best Practices in School Psychology and in The Handbook of

School Psychology. In addition, they will be covered in PSYC 603, Foundations of School

Psychology, and PSYC 695, Professional Practice Seminar.

Evaluation of Practicum PerformanceDuring the first year, school psychology graduate students are placed in a school district

at least one day each week to practice testing skills, to develop observation and consultation

skills, to gain experience in working with exceptional children, and to become oriented to

working in the schools as a school psychologist. Practica are supervised by program faculty as

well as on-site supervisor(s). Each semester the on-site supervisor completes an evaluation of

each student (see Appendix D for the Field Placement Student Evaluation Form), and shares it

with the student in a feedback session. During the second year, students complete a practicum at

the Child and Family Services Center. At the end of each semester, the supervisor completes an

evaluation of each student, the student completes a self-evaluation, and these are shared in a

feedback session. See Appendix F for the Clinic Practicum Performance Evaluation form.

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INTERNSHIP EVALUATION Supervision during internship is done by a team consisting of one or more on-site

doctoral-level licensed psychologists and by the University supervisor. In a school setting, the

supervisor will also be a certified school psychologist. Evaluation is an integral component of

the internship experience and is the combined responsibility of all involved parties and will be

conducted in an ongoing fashion.

• The on-site supervisor(s) complete an evaluation of the intern’s performance at three points

during the internship period. Two of these evaluations are written (in December and May; see

Appendix G) and one is made verbally during a visit by the University supervisor.

• At the end of each semester, on-site supervisors must meet with their interns to complete and

review their evaluation forms.

• At the end of each semester, the University supervisor grades the intern based upon the

evaluation by the on-site supervisor, paperwork completed by the intern, and information gained

from observing and supervisory sessions with the intern.

PROGRAM EVALUATION PROCESSThe Alfred University School Psychology program engages in a systematic program

evaluation process in order to bring about continuous program improvement and strengthen

student performance. A variety of tools assess: 1) students’ content knowledge; 2) students’

professional and interpersonal skills; 3) learning outcomes of children served by students; and 4)

students’ perceptions of program strengths and limitations.

Venues for the Program Evaluation Process Data are reviewed during two venues for the program evaluation process:

1. Faculty meet after the end of each academic year for the Program Evaluation and Planning

Retreat, in order to identify the program’s strengths and areas in need of improvement. Faculty

review all data from the tools described below. Faculty also engages in a SWOT analysis (i.e.,

strengths, weaknesses, obstacles, and tasks). Based upon this data, action plans are developed

for measurable programmatic changes and enhanced alignment with changes in the fields of

psychology and, more specifically, school psychology.

2. Weekly faculty meetings are used to make ongoing, formative changes relative to program

functioning.

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Students’ Content Knowledge Students’ knowledge of psychological and educational content is assessed through review

of course grades, Qualifying Exam results, Praxis II results, and evaluation of students’

Internship Performance Portfolios. At the completion of each semester, course grades are

reviewed during the Scholastic Standards Committee meeting. Results of the Qualifying exam,

Praxis II, and Internship Performance Portfolio are reviewed at the end of the academic year in

which they occur for each cohort. Students are determined to be in good standing, on probation,

or dismissed, based on professional skills and academic performance.

Students’ Professional and Interpersonal Skills Students’ professional and interpersonal skills are assessed through periodic performance

evaluations, as well as field-based practicum and internship evaluations. Performance

evaluations occur following the end of the first, second, fourth, and sixth semesters. Students’

professional skills and academic performance are rated by all relevant faculty. In addition, each

student self-reflects and rates him- or herself on the same items. Following these ratings, a

formal performance feedback conference is held by the faculty with each student in order to

compare ratings, reinforce growth, and identify areas for improvement. Field-based practicum

evaluations are completed at the end of the first-year fall and spring semesters. Site-based

supervisors rate each student on professional and interpersonal skills, and provide guidance for

areas of continued professional development. These evaluations are reviewed with the students

and discussed during performance evaluations. Evaluations of each student’s performance at the

Child and Family Services Center are completed at the end of each semester during the second

year. These involve both self-evaluation and supervisor-evaluation and are reviewed at a

meeting of the student and clinic supervisor at the end of each semester. Internship evaluations

are completed by the site-based supervisor at the completion of the fall and spring semesters of

the internship year. Site-base supervisors review the ratings with the intern and the University-

based supervisor.

Learning Outcomes of Children Served The ability of students to integrate their knowledge and apply professional skills in

delivering a range of services that results in measurable, positive impact on children is assessed

through the Professional Project and the Performance Portfolio during the internship year.

Students complete a Professional Project which is an indirect service project specific to the needs

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of the district/agency. This project is developed in collaboration with district administration and

staff, is evaluated by the University-based supervisor, and includes an evaluation component in

which district personnel provide feedback about the effectiveness of the project. Additionally,

the Performance Portfolio, which is described in the Internship Handbook, allows for the

measurement of students’ impact on children. Behavioral and academic consultation skills are

evaluated and learning outcomes of children are assessed.

Students’ Perceptions of Program Students’ perceptions of program quality is important to the faculty, and student feedback

is used to make program improvements. Perceptions of program effectiveness are gained

through course evaluations, exit interviews, class representation, individual feedback sessions,

and informal discussions with faculty. Course evaluations are completed by students for every

course, and faculty members review these evaluations with the division chairperson. Decisions

about course improvements and changes to faculty assignments are often based, in part, upon

these evaluations. Exit interviews with students occur at the end of the internship year. These

interviews are conducted by an administrator outside of the School Psychology programs.

Feedback is requested regarding all aspects of the program. The administrator documents

students perceptions/feedback and provides a written summary to the division chair, who then

reviews it with faculty. Class representatives are identified in each cohort. In their role as

liaison between their cohort/class and the program director or division chair, class

representatives may bring up issues or requests for changes to the program. The program

director and division chair bring identified issues to the faculty for review. Over the years, many

important program changes have occurred based upon these student suggestions. Finally,

program improvements occur as a result of informal discussions among faculty and students.

Faculty and students in the Alfred University School Psychology programs maintain close

collegial relationships. Students are always welcome to stop by faculty offices to discuss their

suggestions for program improvements and/or to address issues of concern. As appropriate,

these issues are brought to the entire faculty at weekly faculty meetings.

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ACADEMIC POLICIES

Academic Dishonesty (Unethical Practices) The School Psychology program follows the University’s Graduate Academic

Regulations regarding academic dishonesty. The relevant section from the Regulations (section

700), follows, with directions specific to our program added in italics:

Academic dishonesty is defined as any action that enables students to receive credit for work that

is not their own. Academic dishonesty, as well as fabricating and inappropriately altering or

excluding data, is unethical conduct which will not be tolerated in any form. Graduate students at

Alfred University are expected to maintain generally accepted standards of academic honesty

and professional integrity. Failure to do so may range from failure of the assignment to

dismissal.

Academic dishonesty can occur both in and outside the classroom, studio, or lab.

In the context of tests, quizzes, examinations, or other in-class work, dishonest practices include

but are not limited to:

• Marking an answer sheet in a way designed to deceive the person correcting it.

• Possession of unauthorized material that could be used during a quiz, test, or examination for the

purposes of cheating.

• The unauthorized use of books or notes during a quiz, test, or examination.

• The hiding or positioning of notes or other tools for the purposes of cheating on a quiz, test, or

examination.

• Possession or knowledge of any examination prior to its administration.

• Looking at someone else's quiz, test, or examination without the express permission of the

instructor.

• Any form of unauthorized communication during a quiz, test, or examination.

In the context of writing assignments, research projects, lab reports, and other academic work

completed outside the classroom, dishonest practices include but are not limited to:

• Lack of adequate and appropriate citation of all sources used.

• The appropriation of another’s ideas, analysis, or actual words without necessary and adequate

source citations, either deliberately or inadvertently.

• The copying, purchase, or other appropriation of another person’s academic work with the

intention of passing it off as one’s own original production.

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• The creation of a document by more than one student that is then submitted to the instructor as

the original creation of only one student, without the express permission of the instructor.

• Submitting the same piece of work to more than one instructor without the express permission of

ALL instructors involved.

• Fabrication of data.

• Inappropriate alteration or exclusion of data.

The following guidelines are included to assist students in avoiding dishonest behavior in their

academic work, particularly in writing assignments, research projects, and lab reports.

A. Students’ written work should reflect their own personal preparation for the assignment, such as

reading books and articles, performing research on the internet and in electronic databases, and

taking notes in class and during the research process.

B. Students should avoid using the actual words of the authors of their sources whenever possible,

opting instead to demonstrate an understanding of the authors’ ideas by rewriting them in their

own words.

C. All ideas and analyses that are derived from other authors must be attributed to those authors in

the form of appropriate source citations, even when their own words are not used. Source

citations usually take the form of footnotes, endnotes, or parenthetical citations in addition to a

formal bibliography and/or works cited page at the end of the writing assignment. The format for

these source citations depends on the conventions of each academic discipline: consult your

instructor as to the appropriate form to use.

D. When the use of an author’s specific text is unavoidable or necessary, that material must be

identified as a direct quotation and must either be surrounded by quotation marks or formatted as

a block quotation. Appropriate source citations must follow all quotations, as per the instructions

above.

E. Circumstances when direct quotation is necessary or desirable include:

1. The wording of the text is essential to the student’s own analysis.

2. The text exemplifies the author’s particular perspective.

3. Quoting the text is a more efficient way of presenting the author’s ideas than a more elaborate

and lengthy paraphrase would be.

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It should be noted that lengthy quotations or their overuse is neither desirable nor appropriate in

most instances and should be avoided. Additionally, over-reliance on lengthy quotations can be

considered a form of plagiarism.

F. Collaboration: Some instructors find collaborative assignments useful. Students may be allowed

to collaborate in shared assignments only with the specific permission of the instructor. In those

circumstances, the limits to the collaboration will be established by the instructor and students

should be aware that they are responsible for maintaining the appropriate limits to that

collaboration.

PROCEDURESInstructors who believe an unethical practice has occurred should take the following steps:

A. The instructor will advise the student orally or by e-mail as soon as possible after the offense is

observed. This will allow simple misunderstandings and misinterpretations to be resolved.

B. If the instructor remains convinced that an offense has occurred, a written statement of the

offense will be sent to the student in hard copy and by e-mail. The statement will include

whatever penalty the instructor considers appropriate. A copy will be sent to the instructor's

program director, division chair, and dean; the student's advisor, program director, division

chair, and dean; and, if the recommended penalty is dismissal, the Associate Provost for

Graduate Programs.

C. The academic dean, division chair, or program director of the student's college/program should

advise the student of appeals procedures which are available.

D. The division chair will take the offense to the CSPGC, which will determine any consequences

and the academic standing of the student.

A student charged with an unethical practice may appeal to the appropriate program committee.

Any student dismissed from the Graduate School may request reconsideration of the matter by

the Graduate Council; such requests to be made within 14 days of the notice of dismissal. If not

satisfied with that reconsideration, the student may appeal to the Associate Provost for Graduate

Programs; such appeal to be made within 14 days of dismissal.

Student Grievance ProceduresThe faculty of Alfred University recognizes the right of students to seek remedy for

grievances and encourage students with grievances to do so.

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A student grievance is defined as including any disagreement concerning a course, course

of study, grades, or comprehensive examination.

Grievance Procedure

For this grievance procedure, a disagreement is defined as being between a student or

group of students, and a faculty or staff member of Alfred University. No student shall be

penalized or discriminated against for utilizing this procedure.

A grievance must be filed within the term in which the circumstances occurred, or within

one month of the incident (e.g., receiving a grade).

Steps in the procedure are outlined below. They are designed for use by an individual

student, or a group of students who join together to submit a collective or class grievance.

Step 1: The student(s) will attempt to resolve any disagreement or grievance with the faculty or

staff member in question. If the grievance is not resolved to the student(s)' satisfaction within

two academic calendar weeks of initial contact with the faculty or staff member to resolve the

grievance, the student(s) may proceed to Step 2 of this procedure.

Step 2: The Step 2 appeal will be to the next logical level of authority within the division in

which the student(s) course or program resides, and in which the faculty or staff member being

grieved against holds appointment. This would be the Counseling and School Psychology

Division Chairperson. Administrators who are party to the grievance will move to the next

logical level of review.

The student(s) will submit a written statement describing the basis for the grievance and

the attempt(s) made to date to resolve the grievance with the faculty member. The written

statement should be submitted along with available supporting evidence (e.g., a course syllabus,

test, term paper), to the designated Step 2 administrator.

The faculty or staff member grieved against will be notified of the grievance within two

weeks of the regular academic calendar of its submission to the Step 2 administrator and will be

given a copy of the grievance statement and any supporting evidence concerning the student(s)

grievance to the Step 2 administrator. The faculty or staff member will also prepare a written

statement with supporting evidence. A copy of this written statement and any supporting

evidence will be given to the student(s) within two school days.

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Within two academic calendar weeks of receiving statements and evidence from both

parties, the Step 2 administrator shall inform both parties in writing of his/her decision. The Step

2 administrator may seek additional evidence or consultation during this review period.

Step 2 should be completed in no longer than four academic calendar weeks, beginning

with the day that the student(s) submitted a grievance statement to the Step 2 administrator.

Step 3: If the Step 2 administrator (Division Chair) sustains the faculty or staff member's

position and the student(s) decide to appeal, the student(s) may request that the grievance

decision be reviewed at the next higher level of administrative review. This would be the

Counseling and School Psychology Governing Committee.

If the Step 2 administrator sustains the student(s) position and the faculty or staff member

decides to appeal, the faculty or staff person may also request that the grievance decision be

reviewed at the next higher level of administrative review.

In either event, the appeal must be made within two academic calendar weeks of the Step

2 decision. Upon receipt of an appeal from either party, the Step 3 administrator (CSPCG) shall

inform the other party of the appeal. The Step 3 administrator shall subsequently inform both

parties in writing of her/his decision within two academic calendar weeks, beginning with the

day either the students(s) or faculty/staff member requests a review from the Step 3

administrator.

Step 4: If the Step 3 administrator (CSPGC) sustains the Division Chair’s position and the

student(s) decide to appeal, the student(s) may request that the grievance decision be reviewed at

the next higher level of administrative review. This would be the Dean of the College of

Professional Studies.

If the Step 3 administrator sustains the student(s) position and the faculty or staff member

decides to appeal, the faculty or staff person may also request that the grievance decision be

reviewed at the next higher level of administrative review.

In either event, the appeal must be made within two academic calendar weeks of the Step

3 decision. Upon receipt of an appeal from either party, the Step 4 administrator (Dean) shall

inform the other party of the appeal. The Step 4 administrator shall subsequently inform both

parties in writing of her/his decision within two academic calendar weeks, beginning with the

day either the students(s) or faculty/staff member requests a review from the Step 4

administrator.

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Grade Changes And Grade Appeal All grade changes must be completed prior to the Registrar’s certification of graduation.

Assigning course grades at Alfred University is the exclusive responsibility of course instructors.

Nothing in this policy shall be construed to limit the ability of the Registrar to change

grades of incomplete (I) to fail (F) in accordance with the policy on grades of “Incomplete.”

Nothing in this policy shall be construed as substituting or supplanting rules, regulations, or

procedures contained in the policy on Academic Dishonesty.

• A grade may be changed by the instructor of a course to convert an Incomplete or IP to a

final grade.

• A grade may be changed by the instructor of a course to correct an error. The

Division/Program Chair and appropriate Dean must be notified of all grade changes in

writing (stating reason(s) for the change) except for completion of work in courses

graded I or IP.

• Once assigned, only the course instructor can change a course grade, except in rare

circumstances when the course instructor’s supervising Dean may change a grade.

(See Appendix A in the Graduate Academic Regulations on my.alfred.edu for specific

information on the circumstances under which a Dean may change a grade.)

• Students have one year from the date a final grade is issued to petition for a change of

grade. A student who believes a final grade is not correct should first meet with the

instructor who assigned the grade. If the matter is not resolved, the student should meet

with the Division/Program Chairperson in the academic area offering the course in

question. If there is no resolution, the student should arrange a meeting with the Dean, or

the Dean’s designee, of the College or School offering the course.

• If there is still no resolution, the student may appeal the decision of the faculty member to

the Ombuds Officer. Should a request for an appeal be made to the Ombuds Officer an

appeals committee will be assembled.

• The appeals committee should meet as soon as possible after members of the committee

have been selected. The appeals committee will review the case and prepare a written

recommendation to be forwarded to the Provost. The Provost will make the final decision

within seven semester days and officially notify, in writing, the student, the instructor(s)

and Dean involved in the case.

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• The student may bring one other student or employee from Alfred University to the

appeals committee hearing. Only members of the university community shall be

permitted to attend the hearing. The invited other person shall not have the right to speak

or otherwise participate in the hearing. No sound or video recording of the appeal

committee hearing shall be permitted.

• All testimony given at the hearing shall be considered confidential except for

communication to appropriate university faculty and administrators.

DISCRIMINATION, HARASSMENT, AND SEXUAL MISCONDUCT Alfred University’s Discrimination, Harassment and Sexual Misconduct Policy has been

adopted to ensure that all students, faculty, staff and guests may work, study, and enjoy the

society of the University community without being subjected to discrimination, harassment or

any form of non-consensual sexual activity. The policy sets forth the behavioral expectations for

all members of the Alfred University community: students, faculty and staff. Alfred University

will not tolerate harassment or discrimination in the workplace, classroom, University facilities,

and in other Alfred University-related settings.

All students are expected to maintain socially and professionally appropriate conventions

for behavior. No member of our community should be subjected to acts of discrimination,

harassment or sexual misconduct. Please see the attached policy for mechanisms to report

concerning behavior or get help for yourself or a friend. All reports (except those made to AU’s

Wellness Center with a request for confidentiality) will be investigated by a Title IX coordinator

or deputy coordinator, and may result in sanctions ranging from remedial activities for lesser

offenses to dismissal from the program.

The complete policy can be found at:

https://my.alfred.edu/student-policies/_docs/dhsmpolicy.pdf.

ANCILLARY SERVICES INFORMATION TECHNOLOGY SERVICES (ITS)

ITS frequently updates and expands their services and resources, so please contact the

Information Technology Services Helpdesk (Ext 2222, on the ground floor of Herrick Library)

for your specific needs and questions.

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The university uses a variety of approaches in making computers available to students.

General and specialized computing labs are located throughout the campus providing access to

Windows and Apple-MacIntosh systems. Lab computers are configured with Office

Professional 2007 software. Specialized software is available in a number of lab settings. Many

residence halls on the campus have a computer room in addition to a network port for every

student in every room. In addition, most building locations (including residence halls) have

wireless access. An all-night computer lab for use by all University students is located on the

ground floor of Herrick Library. A Windows/Apple laptop-lending program for students is

available through the Technology Lending Program located on the 3rd floor of Pearlman Hall.

This program enables students with short-term computing needs to borrow a laptop for use

anywhere on or off campus. Also, students with multimedia production needs can get assistance

at ITS Digital Media Lab located on the ground floor of Herrick Library.

HERRICK MEMORIAL LIBRARY Herrick Library has a wide range of print and non-print resources in direct support of

school psychology. Keep in mind that the Library consistently acquires additional resources,

both in print and through web access. Please check with reference librarians for new acquisitions

and for information regarding accessing the various resources, including research databases.

The School Psychology’s contact person at Herrick Library is Ellen Bahr. You may

contact her at bahr@alfred.edu, 607-871-2976, or in room 107 of Herrick. She is available for

individual consultations with you to help with your research or to answer other library-related

questions.

Approximately 13,000 volumes in direct support of school psychology Periodical indexes available for school psychology research: On-line:o Annual Review of Psychologyo Education Sourceo ERICo JSTORo Medlineo Mental Measurements Yearbook with Tests in Printo ProjectMUSEo Professional Development Collectiono ProQuest Psychology Databaseo ProQuest Social Science Databaseo PsycARTICLES (APA journals in full-text, as early as 1894-present)o PsycINFO (interdisciplinary behavioral and social sciences index, as early as 1872-present)

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o PsycCRITIQUES (book reviews)o Psychology and Behavioral Sciences Collectiono ScienceDirect

Periodical Titleso Education – over 700 titleso Psychology – over 500 titles

Journals with editorial policies of major interest to school psychologists:o Primary Journals: Journal of School Psychology Psychology in the Schools School Psychology Review School Psychology Quarterly Journal of Psychoeducational Assessmento Secondary Journals: Adolescence American Educational Research Journal American Journal of Education American Journal of Mental Deficiency American Journal of Orthopsychiatry American Psychologist Child and Family Behavior Therapy Child Development Educational and Psychological Measurement Educational Review (Absorbed by School and Society) Elementary School Journal Exceptional Children Harvard Educational Review Journal of Abnormal Child Psychology Journal of Abnormal Psychology Journal of Applied Behavioral Science Journal of Applied Behavior Analysis Journal of Clinical Psychology Journal of Community Psychology Journal of Consulting and Clinical Psychology Journal of Counseling Psychology Journal of Educational Measurement Journal of Educational Psychology Journal of Educational Research Journal of Experimental Education Journal of Learning Disabilities Journal of Personality Assessment Journal of Special Education Measurement and Evaluation in Guidance Professional Psychology

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Psychological Bulletin Review of Educational Research School Review

Electronic ResourcesVia Herrick's Home Page, http://herrick.alfred.edu, a student has access to dozens of

databases covering a wide variety of subject matters. Of primary interest is PsycINFO, which is

the online equivalent of Psychological Abstracts. This database offers abstracts of journal

articles, research reports, chapters from books, and dissertations going back more than 100 years.

It can be accessed from any networked computer on campus or from home. To connect from off

campus, go to the Herrick Home Page (http://herrick.alfred.edu/) and select “Search” and then

“Databases A-Z.” To connect from off-campus, you must have a valid AU e-mail account; if you

are having difficulty accessing this service, contact the library by phone at 871-2184 or by e-mail

at herricklibrary@alfred.edu.

Interlibrary Loan Services The Interlibrary Loan department at Herrick Library obtains books, articles, and other

materials that the library does not own. This service is available for free to all AU staff, AU

faculty, and current graduate and undergraduate students with valid AU IDs. The average time to

receive an item is four days for articles and five days for books. Interlibrary Loan website is:

https://alfred.illiad.oclc.org/illiad/YAH/logon.html

Video Database Herrick library has a subscription to Kanopy, an online video streaming service that

contains over 750 psychology-related videos, including documentaries and training videos,

reenactments, and footage of actual therapy sessions conducted by renowned counselors,

psychiatrists, psychologists, and social workers demonstrating a variety of therapeutic

approaches.

Additional Services Available o Online access to electronic resources 24/7 from on and off campus

o Wireless access

o Desktop computers with Internet access, assistive software (Read & Write Gold) and Microsoft

software including Word, EndNote, and SPSS

o In-library laptop lending program

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o Printers and scanners

o 24-hour study room

o Leisure reading including bestsellers, music CDs, books on tape, DVD and video collections,

current newspapers and magazines

o Extended hours during exam week

o Group and quiet study rooms

o Microfilm readers

o Special Collections and the University Archives

Library Hours(Always check for changes in hours during breaks, holidays, etc. The full schedule is posted on

the library’s website.)

Mon-Thur: 8:00AM - 1:00AM

Fri: 8:00AM - 11:00PM

Sat: 10:00AM - 11:00PM

Sun: 12:00PM - 1:00AM

24-Hour Study Room: Open 24 hours/day, seven days a week, during the academic year.

CAREER DEVELOPMENT CENTERThe McComsey Career Development Center is located in the Allen Steinheim Museum,

behind Powell Campus Center. Our mission is to empower students and alumni to find their

professional purpose and meaningful work through informed decision-making, practical

experience, and connection to the global community. Services, which are available to all current

students and alumni, include:

• Handshake: a modern career platform and one-stop-shop for launching your career.Access personalized job recommendations based on your major and interests. Manageinterviews, schedule appointments, and register for events: alfred.joinhandshake.com

• Appointments: career counseling to assist with career decision-making; career advisingto assist with job/internship search skills and resume building; and career assessmentinterpretation for the SII and MBTI. Login to Handshake to schedule.

• Drop-in Hours: Wednesdays during the semester

• Social Media – Find us on Facebook, LinkedIn, Twitter, and Instagram! Simply search“Alfred University Career Development Center.”

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• Cheryl’s Closet aims to support all students of Alfred University, empowering them toproject confidence and professionalism, by loaning professional attire free of charge. Toensure that students can make an outstanding first impression, we have a large selectionof professional attire suited to a variety of styles, cultures, sizes, and gender expressions.

• Numerous career related workshops, programs, career fairs, on campus interviews, andnetworking events, held throughout the year – check Handshake for details.

Office hours are Monday through Friday from 8:30 am to 4:30 pm. For more information, please

visit the Steinheim, click www.alfred.edu/student-life/career-development-center/index.cfm,

email cdc@alfred.edu, or call 607-871-2164.

WELLNESS CENTER (Counseling and Health Services Offices) The Wellness Center comprises Counseling Services and Health Services, and is located

at the corner of Terrace and Park Streets in Alfred, NY. The Wellness Center provides a

comprehensive range of counseling, developmental, medical, and educational services to

promote the personal growth and continued wellness of University students.

Services are provided by licensed psychologists, mental health counselors, and medical

professionals, and are completely confidential in accordance with the relevant ethical standards

set by the American Counseling Association, the American Psychological Association, and the

American Medical Association. All counseling assistance and most routine medical assistance at

the Wellness Center is free and available to currently enrolled undergraduate and graduate

students. Appointments can be arranged by calling (607) 871-2300 for Counseling Services,

(607) 871-2400 for Health Services, or by stopping by the office.Please keep in mind that some of our division’s students may work in the Counseling

Services Office in an administrative capacity for their assistantships or as a practicum/internship

student under the supervision of a Wellness Center clinician. In addition, Counseling Program

faculty members work part-time at the Wellness Center. If you want to use these services and are

concerned about confidentiality, please contact Kim O’Rourke, Wellness Center Secretary,

directly at (607) 871-2300, who will assign you to another counselor and keep your client status

as private and discrete as feasible. For more information, please visit:

http://www.alfred.edu/students/student_services/health_center.cfm

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CENTER FOR ACADEMIC SUCCESS The Center for Academic Success (CAS) coordinates academic support services on

campus. This includes, but is not limited to individual, group, and drop-in tutoring,

Supplemental Instruction, and disability-related services here at Alfred University. Any student

can visit the Center for Academic Success for an individual consultation. Staff will assist the

student in determining the appropriate support service or course of action based on the

individual’s difficulties and needs.

The Center for Academic Success provides support services, consultation, and advocacy

for students with learning, physical, and/or psychological disabilities. Services for persons with

disabilities shall complement and support, but not duplicate, the University's regular existing

services and programs. The University strives to provide equitable and efficient services to all

students. In addition, CAS staff are available to consult with faculty, staff, and administration on

disability-related issues, determining reasonable and appropriate accommodations for students

with disabilities, and facilitating the delivery of services.

Introduction Assurance of equal educational opportunities rests upon legal foundations established by

federal law, specifically Section 504 of the Rehabilitation Act of 1973 and the Americans with

Disabilities Act of 1990. By federal law, a person with a disability is a person who:

1. has a physical or mental impairment;

2. has a record of such impairment; or

3. is regarded as having such an impairment that substantially limits one or more major life

activities such as self-care, walking, seeing, hearing, speaking, breathing, or learning.

Alfred University is dedicated to providing full access to all its facilities, student

programs, activities, and services, and reasonable accommodations in the instructional process,

in compliance with these guidelines. Services that the university provides are designed to

maximize independence and encourage the integration of students with disabilities into all areas

of college life.

Accessing Services Given that several School Psychology graduate students work at the Center for Academic

Success office, you can call the director, Ms. Liz Shea, directly about accessing services, in order

to maintain confidentiality. Her direct line is 871-2153. The general phone number for the office

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is 871-2148. Students with disabilities are given the opportunity to self-identify by completing a

registration form. Those students wishing to self-identify are requested to indicate their specific

disability, and to provide the Center for Academic Success with current and appropriate medical,

psychological, psychoeducational, or neuropsychological documentation indicating their

disability and suggested accommodations.

Upon determination of eligibility, the director will work with you in arranging for

reasonable and appropriate accommodations, identifying and utilizing the existing campus

resources (i.e., Writing Center, Tutoring Services, Health Center, and Counseling Services), and

developing self-advocacy skills.

WRITING CENTER The Writing Center provides free writing assistance to all Alfred University students,

faculty, and support personnel. Whether you need help discovering ideas, organizing

information, brushing up on basic grammar, revising a final draft, taking essay exams, or

preparing technical documents, the Writing Center can help you improve your writing abilities

and gain confidence as a writer. The Writing Center is located in Seidlin Hall, Room 003,

Ground Floor. The Writing Center is mainly staffed by undergraduate tutors, but Dr. Vicky

Westacott, the Director, is willing to meet with our students. You may call her at 871-2245 or e-

mail her at fcobb@alfred.edu.

SCHOOL PSYCHOLOGY PROGRAM RESOURCES JOURNALS AND FILES

In the student workroom there are a number of files and resources for student use. These

include past projects and dissertations of students as well as articles or "handouts” of interest.

Students often find these resources very helpful in preparing for papers, presentations, or their

own dissertations. A directory of all these resources is available in the workroom or from the

division secretary.

TEST LIBRARY The School Psychology Program houses an extensive collection of standardized tests and

protocols for student use (a listing is available in the lounge). The Test Library Policy (see

Appendix C) explains the responsibility of each student for the care and maintenance of these

materials. In addition, to contribute to the cost of the protocols and maintenance of the test

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library, there is a laboratory fee associated with several testing courses: PSYC 627 and PSYC

629.

HOUSING Most of our students live in Alfred or the surrounding communities (Almond, Hornell,

Wellsville, and Andover). Many student rentals are communicated via "word of mouth." Our

students often tell us when they are leaving apartments, so that they can be “passed on” within

our programs. Additionally, our division maintains an informal list of available rentals when we

hear from local landlords. One may also talk with other off-campus students, watch bulletin

boards (especially in the Campus Center), and talk with community members.

AU now offers a Graduate Student Housing option, with information and application

available at https://www.alfred.edu/student-life/living/residence-life.cfm.

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APPENDIX A - COURSE DESCRIPTIONS

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COURSE DESCRIPTIONS

All School Psychology program courses (unless otherwise noted) are open only to matriculated school psychology students. PSYC 606, 607, 609, 611, 626, 639, and 671 are available to any non-matriculated graduate student or any matriculated graduate student at Alfred University with the permission of the instructor and division chair.

PSYC 600 - Special Topics in School Psychology 1-3 hours.

PSYC 601 - Foundations of Cultural Diversity 1 hour. As frontline practitioners in schools, human service agencies, and higher education settings, mental health providers are faced with a proliferation of cultural issues on a daily basis. It is essential that mental health providers develop an appreciation for cultural diversity and an understanding of how cultural diversity issues interact with service provision. This course is intended as an introduction to cultural diversity issues and their impact on the major areas of practice within schools, agencies, and higher education. Upon completion of this course, students will have acquired knowledge regarding cultural issues that provide a foundation for exploring these issues in subsequent specialization courses.

PSYC 602 - Seminar in Cultural Diversity 2 hours. This course is an advanced seminar on cultural diversity issues and their impact on the major areas of psychology practice and research. Students will explore these issues in depth and pursue literature research on diversity issues related to their area of specialization.

PSYC 603 - Foundations of School Psychology 3 hours. The theoretical, scientific and practical underpinnings of professional school psychology are covered, with material drawn from both psychology and education. Topics include cognitive, social, emotional, and cultural bases of behavior; educational theory and instructional psychology, particularly related to basic school subjects (reading, mathematics, and written language); and school psychology as a professional specialty, including history and systems, role and function, models of practice, and current issues with particular attention to practice in a rural setting.

PSYC 604 - Human Development: The Life Span 3 hours. This course acquaints the student with the interplay of psychodynamics, behavioral, sociocultural, cognitive and interpersonal theories of development as they combine to explain personality and cognitive functioning across the life span. The student will learn to relate development theory and research to professional practice in educational and clinical settings.

PSYC 605 - Special Topics in the Behavioral Sciences 1-3 hours.

PSYC 606 - Advanced Developmental Psychology 3 hours. An in-depth study of the basic scientific area of human developmental psychology. Considers development across the life span through classical theory and more recent formulations with a focus on empirical research findings. Included are biological, cognitive, social, emotional and cultural factors which influence normal development.

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PSYC 607 - Learning and Cognition 3 hours. A study of the basic processes underlying learning, memory and higher cognitive functions such as conceptualization, problem solving and language. Emphasis on the relevance of recent research and theoretical developments in cognitive psychology to school learning. Topics include attention, memory, information processing, problem solving, reasoning, creativity, and experimental paradigms for the study of cognition and learning.

PSYC 608 - Social Psychology and Behavior 3 hours. This course provides a comprehensive background of the predominant models of human personality as formulated by such theorists as Adler, Freud, Jung, Kelly, and Skinner, as well as focus on current research in personality. Such topics as individual differences in traits, cognitive styles, and forms of emotional relatedness are explored and the current controversies regarding the consistency of personality and the question of genetics versus environmental factors in the evolution of human behavior are examined. The interface between pure personality theory/research and its application to social realities and clinical settings is emphasized.

PSYC 609 - Physical Bases of Behavior 3 hours. An overview of basic neuroanatomy and neurophysiology is presented to provide a foundation for understanding the biological bases of human cognitive functioning. Neurologically based problems encountered in the schools are discussed.

PSYC 610 - Special Topics in Cultural Diversity 1-3 hours.

PSYC 611 - History and Systems of Psychology 3 hours. This course presents a comprehensive orientation to the science and practice of psychology. Progressing from ancient foundations to the current state of the discipline, the course is designed to illustrate both the continuity and incremental development of psychology as a science and profession. 108 Courses of Instruction The course content is organized around three major themes: (1) the historical development of the discipline of psychology as a science and profession; (2) the systems, or “schools of thought” that form the foundation of psychology both historically and currently; and (3) the interweaving influence, as well as tensions, between the science and practice of psychology. The goal is for students to further develop their identities as psychologists through an understanding and appreciation of the broad landscape upon which their discipline is constructed.

PSYC 615 - Special Topics in Cultural Diversity II 1-3 hours.

PSYC 616 - Human Development: Exceptionality 3 hours. This course covers the range of physical, cognitive, communication, and social/emotional exceptionalities in human development from childhood to early adulthood. One focus will be on the commonalities, not just the differences, between children and youth with disabilities and their non-disabled peers. A second focus is on understanding the different contexts of disability.

PSYC 617 - Managing the Classroom 3 hours. The course provides both theoretical background and application techniques for developing sensitive and effective classroom management. Behavior management and other methods used to create positive teaching-learning

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settings for students with special education needs are emphasized. The course focuses on the application of techniques in school environments.

PSYC 618 - Affective Development in the Classroom 3 hours. This course examines current research, theory, and application of effective development in children and youth and affective education in the classroom and focuses on strategies for creating healthy teaching-learning environments in all schools for all students.

PSYC 619 - Psychoeducational Interventions 3 hours. This course focuses on interventions that are appropriate for use with a wide range of psychoeducational problems that children present in the schools. Remedial strategies for reading, spelling, math, written expression and language difficulties are reviewed. Case studies are utilized as a method of exploring the interventions. Desired behaviors are specified, interventions planned and their effectiveness evaluated systematically.

PSYC 620 - Special Topics in Schooling I 1-3 hours.

PSYC 625 - Special Topics in Schooling II 1-3 hours.

PSYC 626 - Psychological and Educational Measurements 2 hours. Basic theory of psychological and educational measurements and the elementary statistics of test score analysis including reliability, validity, item analysis, and scales of measurement. Evaluation and selection of standardized tests is emphasized as well as the theory bases of measurement of individual differences. Observational procedures will also be discussed and implemented.

PSYC 627 - Norm-Referenced Testing I 2 hours. This course focuses on the administration, scoring and interpretation of individually administered norm-referenced instruments. Attention is focused on those instruments related to the assessment of cognitive abilities and learning behaviors of school-aged children. The major purpose is to develop the student' s repertoire and mastery with these measures and to increase the students' capacity for evaluation of individual behavior and report writing. Co-requisite: PSYC 626. Lab fee required.

PSYC 628 - Academic Functioning 3 hours. Examines the reading, mathematical and language arts processes and methods of assessing these. A variety of educational assessment techniques are reviewed including norm-referenced tests, curriculum-based approaches, and informal probes, and systems of direct observation. The use of these techniques to assist in the identification of educational difficulties is examined. Approaches to interventions for educational difficulties are surveyed highlighting the link between assessment and remediation. Lab fee required.

PSYC 629 - Social-Emotional Assessment 3 hours. This course provides information and training about a variety of instruments and techniques available to assess the psychological status and functioning of persons and systems, with a particular emphasis on children, adolescents, and families. Modern thematic storytelling tests and objective behavior rating scales are highlighted. The course also covers traditional projective approaches, as well as more recently developed

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techniques involving social skills and family assessment. Important theoretical and measurement issues are discussed as well as ethical concerns. Students are required to practice administration, scoring, and interpretation of many of the techniques discussed. Prerequisite: PSYC 626. Lab fee required.

PSYC 630 - Special Topics in Assessment I 1-3 hours.

PSYC 632 - Norm-Referenced Testing II 2 hours. Norm-Referenced Tests II is a continuation of training in the processes of assessment of children's cognitive, achievement, and language development. A variety of norm-referenced instruments will be reviewed, including broad-based comprehensive measures and diagnostic measures, as well as approaches for children from different cultural and linguistic backgrounds. Important theoretical issues in intelligence and research-based practices regarding academic development and assessment will be discussed. While students will be required to practice the administration and scoring of assessment instruments, the main focus of this course will be to develop higher-level interpretive skills and ability to communicate findings effectively in a written format. Prerequisite: PSYC 627.

PSYC 635 - Special Topics in Assessment II 1-3 hours.

PSYC 636 - Foundations of Interpersonal Effectiveness 3 hours. This course focuses on the training and practice of personal skills, which are the prerequisites to the functioning as a professional psychologist. Included is the study of theories and research from which those skills are derived. The course includes lectures, behavioral rehearsal and group activities, and involves critical self-examination and peer review. Students must demonstrate adequate levels of interpersonal skills according to the instructor's evaluation, in order to successfully complete the course. Such success is a prerequisite for admission to the Intervention sequence in the School Psychology Program.

PSYC 637 - Introduction to Group Dynamics 1 hour. The focus is on developing an understanding of the group process and its evolution, including basic group concepts and their applications. Students are involved in the process as they experience and then conceptualize group processes. An integral part of the experience is the student's engagement in self-examination. (Cross-listed as COUN 637)

PSYC 638 - Psychotherapy and Behavior Change 3 hours. This course covers a broad range of psychological interventions, with particular emphasis on their applications with children and families. Theory and research in counseling and psychotherapy are covered with emphasis on behavior therapy, cognitive behavior therapy, and behavior modification. Prerequisite: PSYC 636.

PSYC 639 - Exceptionality in Learning and Behavior 3 hours. This course presents the varieties of exceptionality in human learning and behavior. Various psychologically and educationally handicapping conditions are discussed. Classification systems, diagnosis, symptomology, prevalence, incidence, course and treatment are covered with an emphasis on empirical research findings. Professional, societal, and cultural issues in exceptionality provide an important focus for discussion.

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PSYC 640 - Special Topics in Intervention I 1-3 hours.

PSYC 641 - Introduction to Family Therapy 3 hours. This seminar is a multi-purpose course designed to supplement student experiences in the clinic practicum and to provide a practical introduction to family therapy. . Specifically, students will be trained in concepts and techniques of structural-strategic family therapy through videotaped demonstrations and simulations. Students will also have the opportunity to discuss actual clinic cases as a means of applying family therapy concepts. At the completion of the course, participants should have developed foundation skills for using family therapy interventions. Prerequisites: PSYC/COUN 636 and PSYC 637, or permission of the instructor.

PSYC 642 - Clinical Seminar: Advanced Topics in School Psychology 3 hours. This clinical seminar is a multi-purpose course designed to supplement student experiences in the advanced clinic practicum. The primary purpose of the seminar this semester is to provide students with the opportunity to discuss cases with students and supervisors from other practicum sections. These types of discussions are useful for broadening conceptual perspectives and generating a variety of intervention ideas. A second purpose of the course is to provide students with additional training in areas that are related to direct service provision and integration of such techniques into foundation counseling and assessment approaches.

PSYC 643 - Techniques of Family Therapy 3 hours. This course focuses on the development of skills for utilizing strategic and structural family therapy approaches in school settings. Course material will be taught using didactic presentations, experimental activities, and video examples. Prerequisite: PSYC 638 or COUN 638.

PSYC 644 - Techniques of Play Therapy 3 hours. This course is designed to introduce participants to practical techniques and models of play therapy. Topics covered include play media, designing the therapy room, and such play therapy models as non-directive, relationship, and developmental-contextual therapies, and theraplay. Students are encouraged to engage child clients in play therapy, and receive regular supervision of their cases throughout the latter part of the course. Prerequisite: PSYC/COUN 636.

PSYC 645 - Advanced Topics in Play Therapy 3 hours. PSYC 646 - Consultation and Prevention 3 hours. This course covers the concepts and practice of consultation in educational and human service settings. Emphases are on mental health and behavioral consultation including child-centered, teacher-centered and system centered techniques. This course has a practicumcomponent. Prerequisite: PSYC 638 or COUN 638.

PSYC 647 - Prevention and Intervention 3 hours. This course provides a concentrated focus on direct and indirect approaches to interacting with students, teachers, curriculum, and families to reduce the incidence and minimize the impact of behavioral and academic problems. Instruction may include organizational psychology, school structure and culture, family systems, cultural diversity, family partnerships, and early intervention programs.

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PSYC 648 - Advanced Seminar in Consultation and Intervention 3 hours. This course provides advanced instruction in consultation techniques, intervention skills, and collaborative processes. Topics include, but are not limited to: organizational consultation, instructional consultation, behavioral consultation, and the application of consultation models in school settings. Prerequisite: PSYC 646.

PSYC 649 - Behavioral School Psychology 3 hours. This course presents a behavioral approach to the delivery of psychological services. The primary objective of the course is to provide an understanding of the principles of applied behavior analysis and their application in classrooms and other settings. This course focuses on both the conceptual elements of learning theory and effective behavioral intervention.

PSYC 650 - Independent Study 1-3 hours.

PSYC 651 - Academic Interventions 2 hours. This course introduces students to a broad array of academic interventions. During this course students will learn the sequence of development of basic academic skills and how to target academic interventions for students with specific academic needs. There will be special emphasis on reading, writing, and written language interventions. Students will demonstrate their knowledge of the academic intervention process through applied intervention project.

PSYC 655 - Special Topics in Interventions II 1-3 hours.

PSYC 656 - Field Experience in School Psychology I 1 hour. Each student is placed in a school district one day each week to develop observation skills, gain exposure to the school as a system, begin to interact and practice testing skills with school-aged children and to become oriented to working in the schools as a school psychologist. On-site field supervisors, as well as program faculty, provide ongoing supervision for this experience. A campus-based seminar provides opportunities for in-depth exploration of issues relating to school functioning.

PSYC 657 - Field Experience in School Psychology II 1 hour. This practicum provides a continuation of skill development within the school setting. Students increase their placements to 1.5 days per week in a school district where they practice testing skills and gain experience utilizing observational techniques and providing targeted interventions. In addition, students also participate in provision of special education services where they gain experience working directly with children with disabilities in an academic setting. On-site field supervisors, as well as program faculty, provide ongoing supervision for this practicum. The practicum seminar covers topics such as multidisciplinary teams, the parent-school relationship, and the impacts of educational disabilities on school functioning.

PSYC 658 - Clinic Practicum I 3 hours. This is a practical course where students apply previous learning and gain experience in assessment and intervention with children and families and school consultation. Team collaboration, peer review and case conferences are essential elements of this course. Students work with actual clients at the Child and Family Services Center under supervision of professional psychologists. Supervision is provided through the use

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of audiotaping, videotaping and observation through one-way mirrors. Topical seminars are also included throughout the semester. Prerequisites: PSYC 629 and 638.

PSYC 659 - Clinic Practicum II 3 hours. A continuation of Clinic Practicum I where students will be performing the same activities at a higher level of autonomy and independence. Prerequisite: PSYC 658.

PSYC 660 - Special Practicum I 1-3 hours.

PSYC 661 - Advanced Practicum I 1-3 hours. This practicum provides additional supervised experiences in assessment and intervention at a site arranged by the student and his/her advisor.

PSYC 662 - Advanced Practicum II 1-3 hours. A continuation of PSYC 661, usually in the immediately following semester.

PSYC 663 - Advanced Consultation and Intervention Practicum 3 hours. This course provides an advanced practicum experience in consultation techniques, intervention skills, and collaborative processes. Each student will be placed in a school district for a minimum of one day per week to collaboratively develop and implement intervention plans and/or collaborative teams to address academic or behavioral problems. Program faculty as well as on-site supervisors supervise this experience. Prerequisite: PSYC 646.

PSYC 664 - Practicum in Academic Interventions. 1 hour. Each student will be placed in a school district one half day per week. Students will gain experience developing, implementing, and monitoring academic interventions in consultation with classroom teachers and other school support personnel. In addition, students will be involved in case conferences, peer review, and faculty supervision of their academic intervention and consultation activities. Co-requisite: PSYC 651.

PSYC 665 - Special Practicum II 1-3 hours.

PSYC 667 - Internship in School Psychology I 3-9 hours. The internship is the culminating experience of the School Psychology Program. It provides intensive, supervised experience in the roles and functions of a school psychologist and also a broad exposure to the educational and community environment of the internship site. Supervision is provided by one or more on-site certified school psychologists and by the University supervisor. Prerequisites: Comprehensive examinations and satisfactory progress in the program.

PSYC 668 - Internship in School Psychology II 3-9 hours. A continuation of the intensive field-based internship in school psychology, as described in PSYC 667. Prerequisite: PSYC 667.

PSYC 669 - Predoctoral Internship I 9 hours. The internship is the culminating experience of the doctoral program in school psychology. It provides intensive, supervised experience in the roles and functions of an applied psychologist working in schools and clinical settings. The internship also provides broad exposure to the educational and community environment of the internship site. Supervision is provided by an on-site licensed psychologist, as well as other

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appropriately certified school psychologists or credentialed mental health professionals, and by the University supervisor. Prerequisites: Comprehensive examinations and satisfactory progress in the program.

PSYC 670 - Predoctoral Internship II 9 hours. A continuation of the intensive field-based doctoral internship in school psychology, as described in PSYC 669. Prerequisite: PSYC 669.

PSYC 671 - Statistical Analysis and Research Design I 3 hours. This course emphasizes: (a) the identification and formulation of research problems; (b) the utilization of research design strategies; and(c) an understanding of appropriate statistics such as one and two way analysis of variance, correlation and regression techniques and their applications.

PSYC 672 - Statistical Analysis and Research Design II 3 hours. Using examples relevant to professional psychology, this course covers advanced issues in research design and analysis. Factorial and non-factorial designs, and single-subject designs are discussed. The statistical tests to be covered include ANOVA, including planned comparisons, and ANCOVA. The course emphasizes the appropriate selection and interpretation of designs and analysis for testing specific hypothesis or for conducting program evaluations. Prerequisite: PSYC 671.

PSYC 673 - Statistical Analysis and Research Design III 3 hours. Using examples relevant to professional psychology, this course covers advanced issues in correlational research design and multivariate analysis. Multiple regression analysis, factor analysis, along with other multivariate statistics are covered. The course emphasizes the appropriate selection and interpretation of designs and analyses for testing specific hypotheses. Prerequisite: PSYC 672.

PSYC 674 - Research in School Psychology 3 hours. This course is specifically focused on the design and evaluation of studies relevant to school psychology. A broad literature is contained within this focus, including that from educational psychology, special education, counseling psychology, clinical psychology, and school psychology itself. Students are expected to apply knowledge and skills learned from previous coursework in this sequence in order to develop their own research plan. Prerequisite: PSYC 672.

PSYC 675 - Special Topics in Research and Statistics I 1-3 hours.

PSYC 680 - Special Topics in Research and Statistics II 1-3 hours.

PSYC 681 - Program Evaluation 3 hours. This course introduces students to the theories of program evaluation and various program evaluation models. Students review and critique a number of program evaluations. The implications that theory and program evaluation standards have on local, state and federal evaluations are presented. This course is taught in a seminar format.

PSYC 682 - Service Delivery in the Rural Context 3 hours. The practice of applied professional psychology in a rural area has its own unique characteristics in terms of social, cultural and economic factors. In addition, the stresses and strains on the practitioner are

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identifiably specific considerations. This course covers these issues in an effort to prepare students for specialized in rural environment.

PSYC 683 - Advanced Seminar: Social Cognition 3 hours. This seminar focuses on the development of children's understanding of the thoughts, intentions, and feelings of others and how this relates to their understanding of those processes within themselves.

PSYC 684 - Advanced Seminar: Health Psychology 3 hours. This course concentrates on the contribution of psychology to the understanding and treatment of physical problems. Particular emphasis is placed on the treatment of disorders such as hypertension, eating disorders, and chronic headaches in children and adolescents. Students will become familiar with the clinical research applying behavior techniques to the treatment of a number of specific medical disorders, and will be able to discuss the relative merits of various approaches to these disorders.

PSYC 685 - Special Advanced Seminar I 3 hours.

PSYC 686 - Advanced Seminar: Theories of Intelligence and School Learning 3 hours. This course examines the research regarding theories of intelligence as well as variables that affect school learning. Spearman, Thorndike and the more traditional models are reviewed as well as the psychometric viewpoint and information processing theories. Discussions focus on the relationship to the practice professional psychology and the development of applied research projects.

PSYC 687 - Advanced Seminar: Early Childhood Services 3 hours. This course covers issues and topics specifically related to the expanded role of the school psychologist in the assessment and intervention with infants and toddlers. In a combination didactic and seminar format, students are exposed to current theory and research regarding the delivery of services to these children and their families, and are required to think critically about the various topics and issues emerging from this new focus. A practicum experience in an early childhood setting provides opportunities to practice assessment and intervention skills and a context for application of current research.

PSYC 690 - Special Advanced Seminar II 3 hours.

PSYC 691 - Organizational Change and School Reform 3 hours. This is an advanced seminar for school professionals interested in organizational change and reform in school settings. Organizational consultation will be considered as a framework for delivering school-based services designed to prevent various learning and adjustment problems often seen as societal issues, such as drug abuse, violence, risky behaviors, and dropping out of school. The course is based on a constructionist perspective where students are actively involved in developing school-based projects involving principals of organizational change to improve instruction, student supports, or service delivery.

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PSYC 692 - Supervision and Administration of Psychological Services 3 hours. This course prepares psychologists to function in supervisory and administrative capacities in delivering human services in schools and other child and family-oriented settings. Students become familiar with important issues in these areas and understand organizations from systems perspective. The essential elements and models of effective supervision are also examined.

PSYC 695 - Professional Practice Seminar 3 hours. This course examines the professional, legal and ethical practice of school psychology through lecture, discussion and readings. Focuses on the school psychologist as a systems level facilitator/change agent. Topics include special education regulations, the organization and structure of schools, effective facilitation within the system, ethical guidelines, identification and reporting of child abuse, and related issues. Prerequisite: PSYC 603.

PSYC 696 - Integrative Seminar in Professional Psychology 3 hours.

PSYC 699 - Dissertation 1-12 hours.

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APPENDIX B - PROGRAM TO-DO LIST

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PROGRAM TO-DO LIST

Note that this list is meant to serve as a helpful guide as you move through the program, but may not be inclusive. These activities are in additional to work related to specific courses.

Fall Semester 1st year

Activity Timeline Check when Complete

Sign up for Lounge Duty At orientation

Read Handbook/Sign and Submit Form

After orientation

Submit request for graduate transfer credit (if relevant)

Before end of semester

Purchase Malpractice Insurance and give cover page to secretary

Before field placement begins

Arrange research apprenticeship with advisor (doctoral students)

Beginning of semester

Start tracking practicum hours (determine method appropriate to your needs, e.g., for accredited internships)

Beginning of field placement

Meet with Advisor for Pre-registration Planning

Around mid-semester

Doctoral students interested in pursuing accredited internships: meet with advisor & internship coordinator to plan program & meeting of benchmarks

Around mid-semester

Complete Performance Evaluation

Will be distributed toward end of semester

Spring Semester 1st year

Activity Timeline Check when Complete

Meet with Advisor for Pre-registration Planning

Around mid-semester

Organize Study Plans for Qualifying Examination

Usually after mid-semester

Complete Performance Evaluation

Will be distributed toward end of semester

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Complete Annual Activity Report

Will be distributed toward end of semester

Pass Qualifying Exam After end of spring semester

Check email regularly Throughout summer

Fall Semester 2nd year Check when Complete

Activity Timeline

Renew Malpractice Insurance and give cover page to secretary

End of summer/beginning of semester

Begin Planning Internship Search (Specialist Students)

Internship application deadlines begin in November

Meet with Advisor for Pre-registration Planning

Around mid-semester

Spring Semester 2nd year

Activity Timeline Check when Complete

Apply for MA Graduation: Complete form and submit to Registrar

Early in semester

Meet with Advisor for Pre-registration Planning

Around Mid-semester

Complete Performance Evaluation

Will be distributed near end of semester

Complete Annual Activity Report

Will be distributed near end of semester

Check email regularly Throughout summer

Specialist Students, go to Internship Year Section Summer after 2nd year APPIC Internship Tasks (if it applies) Think about dissertation topics and begin reading literature

Fall Semester 3rd year (Doctoral Students Only)

Check when Complete

Activity Timeline

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Renew Malpractice Insurance, if completing any advanced practicum

End of summer/beginning of semester

Internship Search Accredited application deadlines range from end October – middle December; Non-accredited internship deadlines begin in November

Meet with Advisor for Pre-registration Planning

Around mid-semester

Choose dissertation committee chair and have form signed and filed

Before end of semester

Spring Semester 3rd year

Activity Timeline Check when Complete

Meet with Dissertation Advisor to Complete Dissertation Plan

First 2 weeks of semester

Change of Advisor Form, if applicable

As soon as know dissertation chair

Meet with Advisor for Pre-registration Planning

Around Mid-semester

Complete Performance Evaluation

Will be distributed near end of semester

Complete Annual Activity Report

Will be distributed near end of semester

Check email regularly Throughout summer

Internship Year

Activity Timeline Check when Complete

Renew Malpractice Insurance and give cover page to secretary

End of summer/beginning of semester

Take School Psychology Praxis Examination

By end of Fall semester

Send Scores on Praxis Examination to Division Chair or Secretary

By February

Complete Annual Activity Report

Will be distributed at last Internship Meeting

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Dissertation and Doctoral Qualifying Exam Tasks

There is no exact timeline for these and they may occur before internship

Defend dissertation proposal Ideally before internship

Pass doctoral qualifying exam

Defend dissertation

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APPENDIX C - TEST LIBRARY POLICY

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TEST LIBRARY POLICY

The Alfred University School Psychology Program provides and maintains a large number of testing instruments and resources for use in training. We are happy to provide you with this service. In our test library, we attempt to maintain aN ample, well kept, supply of all tests we teach, and to have at least one copy of other major tests. As you might guess, updating and maintaining the test library can be an expensive proposition. This expense is compounded if we need to replace materials already in stock due to loss or damage. The following are a list of procedures which are designed to protect our inventory, while allowing each graduate student access to the testing/training materials she/he needs:

1. Tests may only be signed out of the test room during the hours designated graduate assistants have posted. These hours will not conflict with class times, so everyone will have the opportunity to check out tests. Do not ask the test room assistants to get tests for you at any other time as this could result in their immediate removal as a graduate assistant.

2. When checking out a test you must do so in your own handwriting, in the presence of the graduate assistant. Do not ask a colleague or the test room assistant to sign the card for you.

3. Once you have signed a card for a test, you are responsible for it. If a colleague needs to use it, bring it back to the test room, note on the card that you have returned it, and let the other person check it out. If you let another person use the test while it is signed out to you, you are responsible for the condition of the test and its return to the test room.

4. There is a more limited supply of some tests (especially achievement and diagnostic measures). Therefore, it is important that you cooperate with your colleagues regarding the use of tests. Administer, score, and return these tests to the test library as soon as possible.

5. We ask your assistance in notifying the test room assistants whenever test materials are damaged or worn.

6. All tests must be returned to the test room and signed in before the end of the semester in which they are used.

7. First-year students will not be permitted to sit for the comprehensive exams until all tests they have signed out are returned or replaced.

8. You will be billed for those tests which are not returned or are damaged beyond reasonable wear. Costs of many tests can range between $400 and $800, so it is best to take care of the tests in your possession. Transcripts and grade reports will be held until payment is received.

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APPENDIX D - FIELD PLACEMENT STUDENT EVALUATION FORM

School Psychology Field Placement Evaluation Revised December 2016

Name of Student: ___________________________________________ Date: ______________________________

Supervisor/Title: _______________________________________________________________________________

Practicum Site: _____________________________________________ Semester: ☐Fall ☐Spring

Directions: Please use the following scale to rate the student’s skills, behavior, knowledge, and attitudes based on the performance expectations for a first year school psychology graduate student.

4 Exceeds Expectations: Student’s performance is better than would be expected for a student at his/her level of education, training, and experience. The student’s knowledge and skills are consistently demonstrated across multiple practicum experiences (e.g., has gained high awareness and strong conceptual understanding of the importance of data-based decision making; has directly participated in team meetings or parent meetings where data was used to improve intervention).

3 Meets Expectations: Student’s performance is commensurate with student’s current level of education, training, and experience. The student’s knowledge and skills are demonstrated from 2-3 practicum experiences (e.g., has gained awareness and conceptual understanding of the importance of data-based decision making; to a limited extent has participated in team meetings or parent meetings where data was used to improve intervention).

2 Approaching Expectations: Student is developing awareness, knowledge, and/or applied skills, but additional learning opportunities for skill development are needed. The student’s knowledge and skills are only partially demonstrated from limited practicum experiences (e.g., has gained limited awareness and conceptual understanding of the importance of data-based decision making; has yet to participate in team meetings or parent meetings where data was used to improve intervention).

1 Below Expectations: Student has not yet developed awareness, knowledge, and/or applied skills. A specific plan to improve knowledge and skills may be necessary.

N/A Not Applicable: The opportunity to demonstrate awareness, knowledge, and/or applied skill has not yet been available to this student.

How well or to what extent has the student demonstrated each of the following?

Interpersonal Attributes

1. Facilitate positive cooperative relationships (2.10) 1 2 3 4 N/A

2. Demonstrate energy and enthusiasm 1 2 3 4 N/A

3. Involve him/herself in daily practicum activities 1 2 3 4 N/A

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4. Effectively communicate with school personnel (2.2) 1 2 3 4 N/A

5. Establish rapport with children 1 2 3 4 N/A

6. Meet difficult situations with self-control 1 2 3 4 N/A

7. Exhibit willingness to benefit from constructive criticism (2.10) 1 2 3 4 N/A

8. Demonstrate tolerance for others’ values and viewpoints (2.8) 1 2 3 4 N/A

9. Show concern, respect, and sensitivity to the needs of all 1 2 3 4 N/A students, including those with diverse needs (2.8)

Comments:

Professional Practice

1. Work assertively but constructively with site professionals 1 2 3 4 N/A

2. Establish appropriate work priorities and manage time efficiently 1 2 3 4 N/A

3. Use feedback from supervision in a productive manner 1 2 3 4 N/A

4. Demonstrated behavior consistent with establishing a professional 1 2 3 4 N/A identity as a school psychologist

5. Present a good personal appearance 1 2 3 4 N/A

6. Utilized supervision relationship to develop initiative and 1 2 3 4 N/A resourcefulness at an appropriate, independent level

7. Observe scheduled hours and appointments at assigned 1 2 3 4 N/A building(s) in a punctual manner

8. Actively work toward the completion of field placement plan 1 2 3 4 N/A

9. Gaining awareness/knowledge of multiple school psychology 1 2 3 4 N/A service delivery models and practices

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Comments:

Data-Based Decision-Making and Accountability

1. Has knowledge of varied methods of assessment and data collection

1 2 3 4 N/A

2. Has knowledge of assessment and data collection methods useful in documenting problems of children, families, and schools

1 2 3 4 N/A

3. Has gained awareness and conceptual understanding of the importance of data-based decision making

1 2 3 4 N/A

4. Has participated in team or parent meetings where data was used to improve intervention

5. Is able to participate in problem solving discussions regarding use of psychological and educational assessment, data collection strategies, and technology resources

Comments:

1

1

2

2

3

3

4

4

N/A

N/A

Collaborative Relationships

1. Maintains visibility and accessibility within assigned school

2. Establishes effective collaborative relationships with teachers and other school personnel

3. Communication strategies are effective across situations and contexts

1

1

1

2

2

2

3

3

3

4

4

4

N/A

N/A

N/A

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4. Has participated effectively in situations communicating information to a diverse audience, such as parents, teachers, or other school personnel

1 2 3 4 N/A

Comments:

Interventions and Instructional Support to Develop Academic Skills

1. Based on direct classroom exposure is able to discuss the biological, cultural, and social influences on cognitive and academic skills

1 2 3 4 N/A

2. Is able to conceptualized strategies and applicable programing for student with limited cognitive and/or academic functioning

3. Has knowledge of developmental processes related to learning and cognition

4. Conducts variety of practice assessment methods (e.g., record review, interview, observation, testing, curriculum-based assessment, rating scales) demonstrating effective rapport building with students.

1

1

1

2

2

2

3

3

3

4

4

4

N/A

N/A

N/A

5. As awareness develops participates effectively in discussion of evidence-based strategies and services to achieve academic outcomes (e.g., classroom instructional support, literacy strategies, home-school collaboration)

1 2 3 4 N/A

Comments:

Interventions and Mental Health Services to Develop Social and Life Skills

1. Awareness/knowledge of the biological, cultural, and social influences on social, behavioral, and emotional functioning skills

1 2 3 4 N/A

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2. Has awareness/knowledge of developmental processes related to 1 2 3 4 N/A social-emotional skills and mental health. Demonstrates thorough discussion of direct work in classrooms with supervisor

3. Has an awareness/knowledge of assessment methods (e.g., record 1 2 3 4 N/A review, interview, observation, testing, rating scales) to effectively assess social, emotional, and behavioral ecological variables for students with diverse abilities, backgrounds, strengths, and needs

4. Is able to participate in discussion of evidence-based strategies and 1 2 3 4 N/A services to achieve outcomes related to socialization, learning, and mental health (e.g., behavioral intervention, home-school collaboration)

5. If opportunity provided: Demonstrates skill in work with small 1 2 3 4 N/A groups of children (i.e., “lunch bunch”)

Comments:

School-Wide Practices to Promote Learning

1. Demonstrates an appropriate understanding of school and agency 1 2 3 4 N/A services and formal and informal organizational school structure for this point in training

2. Has awareness and a beginning knowledge of general education, 1 2 3 4 N/A special education, and alternative educational services across diverse settings provided by your school

3. Is gaining exposure and knowledge of technology resources (e.g., 1 2 3 4 N/A IEP software, school-wide progress monitoring systems, adaptive technology)

4. Demonstrates awareness and knowledge of systems interventions at 1 2 3 4 N/A your school (e.g., PBIS, MTSS, RTI, Social-Emotional Learning programs)

Comments:

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Preventative and Responsive Services

1. Demonstrates awareness/knowledge regarding human development, psychopathology, life stressors, and challenging situations in schools

1 2 3 4 N/A

2. Keeps supervisors informed of daily activities and any exposure or direct involvement with unusual or challenging situations

1 2 3 4 N/A

3. Demonstrates familiarity with universal, selected, and indicated prevention strategies model

1 2 3 4 N/A

4. Demonstrates familiarity with your school’s Tiered prevention Programs

1 2 3 4 N/A

5. Has been exposed to and has a beginning conceptual understanding of your school’s crisis response plan

1 2 3 4 N/A

Comments:

Family-School Collaboration Services

1. Understands characteristics of families, family culture, and family-school interactions that impact children’s development

1 2 3 4 N/A

2. Demonstrates a beginning awareness/knowledge regarding family systems and their influence on children’s academic, motivational, social, behavioral, mental health, and social characteristics

1 2 3 4 N/A

3. Ability to knowledgeably discuss strategies for enhancing family-school engagement

1 2 3 4 N/A

4. Able to participate effectively in discussion of cultural factors that impact family-school interactions

1 2 3 4 N/A

Comments:

Diversity in Development and Learning

1. Integrates knowledge of individual, family, and cultural diversity into interactions with students, family and staff

1 2 3 4 N/A

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2. Discussion of student situations demonstrates understanding of 1 2 3 4 N/A individual differences and impact of biological, economic, cultural, linguistic and gender diversity

3. Demonstrates awareness/knowledge of potential assessment 1 2 3 4 N/A strategies for culturally and linguistically diverse students

4. Is able to participate appropriately in discussions regarding 1 2 3 4 N/A cultural and linguistic diversity issues as factors in systems

functioning and change

Comments:

Overall Rating of Student

1 2 3 4

Below Expectations Approaching Expectations Meets Expectations Exceeds Expectations

Summary Comments:

Given the above ratings of the student's current professional skills and your observations this semester, please list three areas of observed strength and three goals for improvement.

Areas of observed strength:

1. _____________________________________________________________________________________________

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__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2. _____________________________________________________________________________________________

3. _____________________________________________________________________________________________

Goals for improvement:

1. _____________________________________________________________________________________________

2. ____________________________________________________________________________________________

3. ____________________________________________________________________________________________

Evaluator's signature: _________________________________________ Date: ______________

Student's signature: _________________________________________ Date: ______________

(The student's signature indicates only that the evaluation has been discussed with the student and does not denote agreement)

Student Comments: _________________________________________________________________

Please send to your university-based supervisor (scanned and emailed preferred)

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APPENDIX E - SCHOOL DISTRICTS AND SUPERVISORS FOR FIELD

PLACEMENTS

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SCHOOL DISTRICTS AND SUPERVISORS FOR FIELD PLACEMENTS

Note: This is a list of schools which are frequently worked in by our students. Tha actual list does vary each year, based upon the availability of supervisors and student needs.

Allegany-Limestone Central School District Allegany, NY 14804 Dr. John Wolfgang (716) 375-6600, Ext. 8173

Corning City Schools Painted Post, NY 14870 Dr. Heather Stempin (607) 936-3704

Dansville Schools Dansville, NY 14437 Dr. Kim Birmingham (585) 335-4020

Hornell City Schools Hornell, NY 14843 Dr. Nancy Shedlock (607) 324-3703

Letchworth Central School District Gainesville, NY 14066 Dr. Pamela Wilkie (585) 493-2571

Portville Central School 500 Elm Street Portville, NY 14470 Dr. Michelle Edick (716) 933-6000

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APPENDIX F - CLINIC PRACTICUM PERFORMANCE EVALUATION

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Division of Counseling and School Psychology Alfred University

Child and Family Services Center Practicum Performance Evaluation

___Fall Semester ___Spring Semester

Student: ______________________________________ Date: __________________

Clinic Group: ______Tuesday _______Wednesday ______Thursday

Clinic Supervisor: ____________________________________________________________

_______ Self-Rating _______ Supervisor Rating

Ratings

4 Exceeds Expectations: Student consistently demonstrates an exceedingly high level of competence that includes most aspects of the skill, and minimal supervision is needed.

3 Meets Expectations: Student consistently demonstrates satisfactory level of competence that includes many aspects of the skill, and supervision is required to further develop skill.

2 Approaching Expectations: Student demonstrates minimal level of competence that includes some aspects of the skill at a very basic level. The student requires substantial supervision to reach minimum competency.

1 Below Expectations: Student does not demonstrate the basic competencies or steps associated with the skill, even after repeated attempts with constructive supervision.

N/A Not Applicable: The student has not had an opportunity to demonstrate this skill.

Part I: Professional Practice Competencies

4 3 2 1 N/A

1-1 Appropriately prepares for client sessions

1-2 Completes work in a timely manner

1-3 Actively participates in case discussions

1-4 Applies basic interpersonal skills (i.e., positive regard, empathy, genuineness, specificity - PEGS) to case discussions

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1-5 Demonstrates appropriate assertiveness in interpersonal interactions

1-6 Demonstrates openness to feedback and suggestions from supervisor

1-7 Demonstrates openness to feedback and suggestions from peers

1-8 Provides feedback respectfully and sensitively to peers

1-9 Utilizes feedback constructively

1-10 Conducts self consistently with professional ethical and legal standards

1-11 Demonstrates awareness of boundaries of confidentiality in clinical work

Comments regarding Professional Interpersonal Competencies:

Part II: Assessment Competencies

4 3 2 1 N/A

2-1 Gathers relevant and complete information as part of a psychiatric intake

and social history process

2-2 Accurately and concisely completes the Intake Evaluation Summary,

including presenting problem, background information, genogram, mental

status exam, and anticipated treatment plan

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2-3 Accurately selects psychoeducational assessment instruments,

including normative and curriculum-based measures of cognitive, academic,

and social-emotional functioning based on the referral question

2-4 Accurately administers chosen assessment techniques using standardized

test administration or best practice procedures

2-5 Accurately scores cognitive, academic, and social-emotional measures

(e.g., NRT, CBM, omnibus, and single-construct)

2-6 Correctly uses technology for data collection procedures (e.g., online scoring platfor behavioral observation technology)

2-7 Accurately interprets cognitive, academic, and social-emotional measures

(e.g., NRT, CBM, omnibus, and single-construct)

2-8 Accurately diagnoses clients using DSM-5 criteria and determines eligibility

using NYS special education regulations

2-9 Uses assessment results to design direct and indirect empirically-supported psycholo and educational interventions for students and families

2-10 Writes comprehensive psychoeducational reports that are concise, organized, mean and appropriate to the referral problem

2-11 Orally reports assessment results to clients and/or their parents in a manner

that is clear, organized, and consistent with individual characteristics of

recipient (e.g., language, educational, cultural, personal)

Comments regarding Assessment Competencies:

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I I I I I I I I

Part III: Psychotherapy Competencies

4 3 2 1 N/A

3-1 Integrates initial assessment information from multiple informants and measures to develop clear and relevant treatment plans (including goals, objectives, and progress monitoring plan)

3-2 Applies basic therapeutic relationship characteristics to counseling sessions, parent contacts, and consultations (i.e., PEGS)

3-3 Identifies evidence-based practices and/or psychotherapy theories appropriate for the diagnosis

3-4 Utilizes evidence-based interventions and psychotherapy techniques within individual sessions to enhance child’s functioning

3-5 Identifies the components of family systems theory (i.e., patterns, boundaries, subsystems, coalitions, and alliances) in working with families

3-6 Utilizes family therapy techniques to enhance child’s functioning and/or family dynamics

3-7 Evaluates intervention effectiveness and client change by utilizing the progress monitoring plan

3-8 Keeps accurate and complete records, including intake summary, progress notes, psychotherapy notes, collateral contact notes, and termination summaries

Comments regarding Psychotherapy Competencies:

Part IV: Consultation and Collaboration Competencies

4 3 2 1 N/A

4-1 Displays appropriate interpersonal communication skills (e.g., PEGS) during family consultation

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4-2 Displays appropriate interpersonal communication skills (e.g., PEGS) during school and agency consultation

4-3 Exhibits active engagement and collaborative decision-making with team members across all case conceptualizations

4-4 Applies mental health and/or behavioral consultation when working with parents

4-5 Serves as an effective liaison between CFSC and school/agency

Comments regarding Consultation and Collaboration Competencies:

Part V: Diversity Awareness and Skills

4 3 2 1 N/A

5-1 Recognizes and respects diversity in development and learning

5-2 Demonstrates awareness of one’s own personal beliefs and biases and how they impact interactions with clients

5-3 Knows about the potential influence of cultural, experiential socioeconomic, gender-related, and linguistic factors on student and family functioning

5-4 Considers issues of diversity as part of a comprehensive intake evaluation

5-5 Considers issues of diversity when selecting assessment methods and interpreting assessment data

5-6 Considers issues of diversity when planning educational and psychological interventions

5-7 Shows skill in implementing strategies selected based on individual characteristics, strengths, and needs

Comments regarding Diversity Awareness Competencies:

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________________________________ ________________

_________________________________ ________________

Minimum performance expectations include a “Pass” for the fall semester and a grade of “B” in the spring semester.

Grade – Fall Semester: Pass Fail

Grade – Spring Semester: A B+ B C F

Goals for Future Professional Development:

Supervisor Signature Date

Student Signature Date

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APPENDIX G - EVALUATION OF INTERN PERFORMANCE

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School Psychology Internship Evaluation

Revised November 2016

Name of Student: _____________________________________________Date: ______________________________

Name of Evaluator/Title: __________________________________________________________________________

Internship Site: __________________________________________________________________________________

Directions:

The internship experience is the last practicum necessary before students seek employment as a practicing school psychologist. Ratings are intended to guide the students and the program in evaluating readiness for independent practice. Please use the following rating scale in evaluating the student on the characteristics listed below:

4 - Exceeds Expectations: Student demonstrates independence that exceeds the expectations of an entry-level school psychologist.

3 - Meets Expectations: Student demonstrates independence expected of an entry-level school psychologist.

2 - Approaching Expectations: Student's skills in this area are adequate for practice in schools; Student should continue to practice this skill under professional supervision.

1 - Below Expectations: Student has failed to demonstrate the expected behavior after repeated attempts, and in spite of constructive suggestions for improvement.

N/O - Not Observed

N/A - Not Applicable: Not an appropriate goal or skill for this setting

Personal Characteristics and Interpersonal Skills

1. Presents a good personal appearance 1 2 3 4 N/O N/A

2. Demonstrates dependability 1 2 3 4 N/O N/A

3. Meets difficult situations with self-control 1 2 3 4 N/O N/A

4. Demonstrates good judgment and common sense 1 2 3 4 N/O N/A

5. Communicates and listens effectively 1 2 3 4 N/O N/A

6. Shows concern, respect, and sensitivity for the needs of staff and students 1 2 3 4 N/O N/A

7. Works well with other staff 1 2 3 4 N/O N/A

8. Is able to relate well to children 1 2 3 4 N/O N/A

9. Displays initiative and resourcefulness 1 2 3 4 N/O N/A

10. Demonstrates tolerance for others' values and viewpoints 1 2 3 4 N/O N/A

11. Utilizes constructive criticism 1 2 3 4 N/O N/A

12. Shows evidence of continued self-evaluation 1 2 3 4 N/O N/A

13. Observes scheduled hours and appointments at assigned school(s) in a punctual manner 1 2 3 4 N/O N/A

14. Establishes appropriate work priorities and manages time efficiently 1 2 3 4 N/O N/A

15. Uses feedback from supervision in a productive manner 1 2 3 4 N/O N/A

16. Consistently follows through when additional action is needed 1 2 3 4 N/O N/A

Comments:

Data-Based Decision-Making and Accountability

1. Is prompt in meeting deadlines, responding to referrals, and handing in written reports and paperwork 1 2 3 4 N/O N/A

2. Completes required paperwork and written reports in a neat, thorough, and accurate manner. 1 2 3 4 N/O N/A

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3. Understands the purposes of different assessment approaches (e.g. NRT’s, CBM, adaptive behavior, etc.) within a decision-making model 1 2 3 4 N/O N/A

4. Clearly identifies the nature of the referral problem and the assessment questions and purposes 1 2 3 4 N/O N/A

5. Uses a variety of assessment methods (e.g., record review, interview, observations, norm-referenced testing, curriculum-based assessment, rating scales) 1 2 3 4 N/O N/A

6. Translates assessment and data collection results into design, implementation, and accountability for evidence-based interventions, mental health services, and instruction 1 2 3 4 N/O N/A

7. Ability to measure and evaluate progress and effectiveness of services for students, families, and schools 1 2 3 4 N/O N/A

8. Ability to access information and technology resources to enhance data collection 1 2 3 4 N/O N/A

9. Considers diversity, contexts, and situations when conducting and interpreting assessment data and when making decisions 1 2 3 4 N/O N/A

Comments:

Consultation and Collaboration

1. Maintains visibility and accessibility within assigned school(s) 1 2 3 4 N/O N/A

2. Establishes effective collaborative relationships with teachers and other school personnel 1 2 3 4 N/O N/A

3. Establishes effective collaborative relationships with families 1 2 3 4 N/O N/A

4. Establishes effective collaborative relationships within the community 1 2 3 4 N/O N/A

5. Facilitates communication among diverse school personnel, families, and community members 1 2 3 4 N/O N/A

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6. Utilizes varied methods of consultation (e.g., behavioral, problem solving, mental health, organizational, instructional) applicable to individuals, families, groups, and systems 1 2 3 4 N/O N/A

7. Attends to interpersonal issues and consultee characteristics when conducting consultation sessions with families, teachers, and other school personnel 1 2 3 4 N/O N/A

8. Utilizes a problem-solving model to identify concerns, gather data, set

goals, generate interventions, and monitor progress 1 2 3 4 N/O N/A

9. Evaluates effectiveness of consultation strategies implemented 1 2 3 4 N/O N/A

10. Utilizes strategies to promote collaborative, effective decision-making and

implementation of services 1 2 3 4 N/O N/A

Comments:

Interventions and Instructional Support to Develop Academic Skills

1. Understands the biological, cultural, and social influences on cognitive and academic skills 1 2 3 4 N/O N/A

2. Draws from theoretical and research bases when conceptualizing cases where students demonstrate inadequate cognitive and/or academic functioning 1 2 3 4 N/O N/A

3. Has knowledge of developmental processes related to learning and cognition 1 2 3 4 N/O N/A

4. Conducts variety of assessment methods (e.g., record review, interview, observation, testing, curriculum-based assessment, rating scales) to effectively assess educationally relevant ecological variables for students with diverse abilities, backgrounds, strengths, and needs 1 2 3 4 N/O N/A

5. Develops appropriate goals and makes recommendations that follow logically from the assessment results and are educationally relevant 1 2 3 4 N/O N/A

6. Implements evidence-based strategies and services to achieve academic outcomes (e.g., classroom instructional support, literacy strategies, home-school collaboration) 1 2 3 4 N/O N/A

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7. Appropriately monitors and evaluates progress toward academic intervention goals 1 2 3 4 N/O N/A

8. Evaluates the effectiveness of academic interventions 1 2 3 4 N/O N/A

9. Utilizes methods to promote academic intervention acceptability and integrity 1 2 3 4 N/O N/A

Comments:

Interventions and Mental Health Services to Develop Social and Life Skills

1. Understands the biological, cultural, and social influences on social, behavioral, and emotional functioning skills 1 2 3 4 N/O N/A

2. Draws from theoretical and research bases when conceptualizing cases where students demonstrate inadequate social, behavioral, and/or emotional functioning 1 2 3 4 N/O N/A

3. Has knowledge of developmental processes related to social-emotional skills and mental health 1 2 3 4 N/O N/A

4. Conducts variety of assessment methods (e.g., record review, interview, observation, testing, rating scales) to effectively assess social, emotional, and behavioral ecological variables for students with diverse abilities, backgrounds, strengths, and needs 1 2 3 4 N/O N/A

5. Develops appropriate goals and makes recommendations that follow logically from the assessment results and are educationally relevant 1 2 3 4 N/O N/A

6. Implements evidence-based strategies and services to achieve outcomes related to socialization, learning, and mental health (e.g., behavioral intervention, home-school collaboration) 1 2 3 4 N/O N/A

7. Demonstrates skill in utilizing individual counseling techniques 1 2 3 4 N/O N/A

8. Demonstrates skill in utilizing group counseling techniques 1 2 3 4 N/O N/A

9. Appropriately monitors and evaluates progress toward intervention goals 1 2 3 4 N/O N/A

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10. Evaluates the effectiveness of social, emotional, and behavioral interventions/therapy 1 2 3 4 N/O N/A

11. Utilizes methods to promote intervention acceptability and integrity 1 2 3 4 N/O N/A

Comments:

School-Wide Practices to Promote Learning

1. Demonstrates an understanding of school and agency services and formal and informal organizational structure 1 2 3 4 N/O N/A

2. Understands general education, special education, and alternative educational services across diverse settings 1 2 3 4 N/O N/A

3. Contributes theoretical and research perspectives to enhance the functioning of school and agency teams 1 2 3 4 N/O N/A

4. Knowledgeable about local, state, and federal policies and regulations 1 2 3 4 N/O N/A

5. Is knowledgeable about and uses technology resources 1 2 3 4 N/O N/A

6. Designs and implements evidence-based practices that promote learning and 1 2 3 4 N/O N/A mental health

Comments:

Preventative and Responsive Services

1. Demonstrates knowledge of current theory and research regarding human development, psychopathology, life stressors, and crises in schools 1 2 3 4 N/O N/A

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2. Keeps supervisors and administrators informed of daily activities and involvement in any unusual or crisis events 1 2 3 4 N/O N/A

3. Demonstrates familiarity and competence with risk reduction programs and activities 1 2 3 4 N/O N/A

4. Able to evaluate effectiveness of risk reduction programs and activities 1 2 3 4 N/O N/A

5. Able to apply principles for responding to crises (e.g. suicide, death, natural disaster, violence, sexual harassment) 1 2 3 4 N/O N/A

6. Effectively collaborates with school personnel, parents, and members of the community in the aftermath of crises 1 2 3 4 N/O N/A

7. Demonstrates familiarity and competence with universal, selected, and indicated prevention strategies 1 2 3 4 N/O N/A

8. Selects and implements evidence-based prevention strategies and programs 1 2 3 4 N/O N/A

9. Able to evaluate effectiveness of prevention programs 1 2 3 4 N/O N/A

Comments:

Family-School Collaboration Services

1. Understands characteristics of families, family culture, and family-school interactions that impact children’s development 1 2 3 4 N/O N/A

2. Demonstrates knowledge of current theory and research regarding family systems and their influence on children’s academic, motivational, social, behavioral, mental health, and social characteristics 1 2 3 4 N/O N/A

3. Demonstrates ability to design and implement evidence-based practices that facilitate family-school interactions and improve family functioning 1 2 3 4 N/O N/A

4. Able to identify cultural factors that impact family-school interactions 1 2 3 4 N/O N/A

5. Communicates effectively when sharing information with families 1 2 3 4 N/O N/A

6. Serves effectively as a liaison for school and families 1 2 3 4 N/O N/A

7. Conducts effective family conferences 1 2 3 4 N/O N/A

Comments: 106

Diversity in Development and Learning

1. Integrates knowledge of individual, family, and cultural diversity into interactions with students, family and staff 1 2 3 4 N/O N/A

2. Case conceptualizations demonstrate understanding of individual differences and impact of biological, economic, cultural, linguistic and gender diversity 1 2 3 4 N/O N/A

3. Is sensitive to sources of bias when selecting, administering, and interpreting tests 1 2 3 4 N/O N/A

4. Demonstrates appropriate assessment strategies for culturally and linguistically diverse students 1 2 3 4 N/O N/A

5. Incorporates knowledge of cultural and linguistic diversity issues as factors in systems functioning and change 1 2 3 4 N/O N/A

6. Incorporates understanding of cultural and ethnic diversity when developing and implementing individual interventions/therapy 1 2 3 4 N/O N/A

Comments:

Research and Program Evaluation

Indirect Service Project Title ___________________________________________________________________

1. Collaborates with school or agency staff in project development 1 2 3 4 N/O N/A

2. Demonstrates ability to conduct needs assessment 1 2 3 4 N/O N/A

3. Researches program elements for application to setting 1 2 3 4 N/O N/A

4. Determines goals and objectives for program 1 2 3 4 N/O N/A 107

5. Implements project in a smoothly and effectively 1 2 3 4 N/O N/A

6. Evaluates implementation and impact of the project 1 2 3 4 N/O N/A

7. Understands data analysis techniques sufficient for understanding data interpretation 1 2 3 4 N/O N/A and research in applied settings

Comments:

Legal, Ethical, and Professional Practice

1. Demonstrates knowledge of ethical guidelines and adheres to these standards for service delivery 1 2 3 4 N/O N/A

2. Demonstrates knowledge of legal standards and regulations relevant for practice in settings where school psychologists work 1 2 3 4 N/O N/A

3. Utilizes supervision adequately and appropriately 1 2 3 4 N/O N/A

4. Engages in collaborative relationships and interdisciplinary partnerships 1 2 3 4 N/O N/A

5. Participates in professional development activities 1 2 3 4 N/O N/A

6. Demonstrates an awareness of competency level, and does not accept responsibilities that exceed this level 1 2 3 4 N/O N/A

Comments:

Overall Rating of Student 108

______________________________________________________________________________

______________________________________________________________________________

1 2 3 4

Below Expectations Approaching Expectations Meets Expectations Exceeds Expectations

Summary Comments:

Professional Goals:

Given the above ratings of the student's current professional skills, list the three most important goals which should be established for:

1) The second half of the internship (for first semester evaluations): or

2) For his/her continued professional training (for second semester evaluations).

1. Most important goal _____________________________________________________________

2. ______________________________________________________________________________

3. ______________________________________________________________________________

109

______________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Evaluator's signature: _________________________________________ Date: ______________

Student's signature: _________________________________________ Date: ______________

(The student's signature indicates only that the evaluation has been discussed with the student and does not denote agreement)

Student Comments: _________________________________________________________________

Please send to your university-based supervisor (scanned and emailed preferred)

110

APPENDIX H - STUDENT PERFORMANCE EVALUATION

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Division of Counseling and School Psychology Faculty Evaluation_____ Alfred University Student Evaluation_____ Performance Evaluation

Student______________________________ Date____________________

Year in Program: ___1 ___2 ___3 GPA____________________

Rating Scale:

Needs remediation

plan for improvement

In progress toward meeting

expectations

Meets expectations for level of training

Exceeds expectations; accelerated

progress

Outstanding performance; demonstrates

excellence

1 2 3 4 5

ACADEMIC PROGRESS

Area Rating Comments Goals/Suggestions for Future

Class Participation

Oral Presentations

Written Communication

(Written Assignments)

112

Additional Comments:

PROFESSIONAL SKILLS

Area Rating Comments Goals/Suggestions for Future

Completes Work in a Timely Manner

Yes___

No____

Punctual for Class and Appointments

Yes___

No___

Assistantship Responsibilities

Professional Demeanor

Additional Comments:

113

PRACTICA AND FIELD EXPERIENCES

Area Rating Comments Goals/Suggestions for Future

Test Administration

Test Interpretation

Report Writing

Counseling Children

Counseling Adults

Consulting

Other Interactions with Adults

Other Interactions with Children

Additional Comments:

114

PERSONAL AND PROFESSIONAL DEVELOPMENT SKILLS

Area Rating Comments Goals/Suggestions for Future

Utilizes Feedback Non-Defensively to Improve Performance

Recognizing Strengths and Weaknesses

Handling Frustration and Ambiguity

Appropriate Assertiveness Skills

Taking Appropriate Initiative for Improving Skills

Sensitivity and Tolerance for Other Viewpoints

Awareness of and Sensitivity to Cultural Differences

Additional Comments:

Strengths:

Areas for Growth and Further Development:

Overall Progress in the Program:

115

Needs remediation

plan for improvement

In progress toward meeting

expectations

Meets expectations for level of training

Exceeds expectations; accelerated

progress

Outstanding Performance; demonstrates

Excellence

1 2 3 4 5

____________________________________ __________________________________

Faculty Representative Signature Student Signature

_________________________

Date of Review

116